PIDP 3250 – Instructional Strategies – Video Summary – “The Demonstration Strategy – animals at play”

Assignment #1

Instructional Strategies – Video – Summary
“The Demonstration Strategy – animals at play”

Introduction

My name is Cheryl Jensen and I would like to welcome you to the Vancouver Community College Provincial Instructors’ Diploma Program the PIDP 3250 Instructional Strategies course.

For my video presentation I have selected the instructional strategy the “Demonstration Strategy”. I am presenting the demonstration strategy using the community of learning approach with “animals at play”, teaching through demonstration such as: learning how to communicate, how to interact, actions and their consequences etc.

Guiding Questions

1. Is the strategy explained in enough detail?
What is a demonstration strategy?

To explain what the demonstration strategy is I have quoted from the Saskatoon Public Schools’ definition: Demonstrating. “A demonstration provides the link between “knowing about” and “being able to do.” …when learners are able to see clearly and understand what is going on, and when brief explanations and discussions occur during the demonstration (Arenas, 1988)”.

My video presentation demonstrates how and why to use the demonstration strategy in a community of learning environment. I have chosen to use “animals at play” and how they learn in their community demonstrating the effectiveness of this strategy and the links between knowing how to communicate, and how to interact, as quoted: “for every action there is an equal and opposite reaction”, Newton’s Third Law of Motion, in Physics, learning by doing, and what actions create what consequences, and communicating and how to interact with the members of a social community.

Demonstration strategies are useful and valuable tools to promote student learning especially in community of learning environments. In my video while watching the animals at play, students can observe various learning skills and techniques. For instance: when dogs are playing they also are learning how to communicate with each other. They watch and observe and participate in the playing activities but they are also learning valuable survival and life skills that are important in everyday life situations. These experiences that the animals engage in are very useful skills for students to learn in our classroom environments and the community of learning. Animals and students learn social skills, communication skills, and adapting to life-situations. They also learn from their mistakes. They learn from past experiences and can change their way of thinking and the way they do things with the new knowledge and skills they have gained and they learn not to make the same mistakes again. Various studies have proven this to be a fact for example a quote from: “MSP – Knowledge Management and Dissemination,…support strategies including demonstration lesson or modeling yields positive results on the practices of those teachers with whom they work”.

Animals learn that in their community there are acceptable behaviors and which ones are not. The pack leader (the alpha male or female) gives cues when the other animals step out of line. For example: the pack leader sends out messages using body language (the hair rises on the back of their necks), and they communicate by growling or barking and sometimes they nip or use aggressive behaviors or they actually bite and get into vicious attacks. The pack leader will also communicate to the other animals that they
need to know their place in the pack. This is accomplished by making the less dominate animal become submissive.

The underling will roll over exposing their bellies or they lie down in a submissive state. When the pack leader realizes that he or she knows their place the pack leader will stop the aggressive behavior and release the other animal or will quit barking or nipping etc.

Students learn that certain behaviors are not accepted in the classroom and their community of learning environments. When a student gets out of line the educator verbally tells the student the behavior is not acceptable and the educator may also give more direction and guidance to what is expected of them if needed. The same occurs with the animals they verbally and physically communicate in their own way to get their point across. These are important social cues that occur in the community of learning environments. My video has promoted how the “demonstration strategy” works in a community of learning environment.

2. In what context would this strategy work best?

The “demonstration strategy” works best in social community environments that promote positive and active learning. Educators need to research their topic they are going to use for the demonstration strategy and learn how to incorporate it into their learning environments in order for this strategy to work effectively. Demonstration strategies are valuable tools if used properly and effectively especially if they are used in the community of learning environments. In my video the animals at play demonstrated how effective this strategy is when used in the community of learning environment. Students watched the animals at play and observed how and what the animals learn from each other and how they communicate effectively in their social community. The students also learned the importance of the demonstration strategy and the role it plays in their community. These are all key points to prove that the demonstration strategy works and why educators us this strategy to convey their messages regarding the topics or lessons that need to be learned.

3. What are the limitations of this strategy?

The limitations of the demonstration strategy are: If a demonstration strategy is poorly executed it will not promote motivation, engagement and participation in the classroom. The students may get bored, frustrated and even confused about what it is they are supposed to learn. The demonstration may even hinder the students’ abilities to learn that lesson or topic. The demonstration strategy would not have been effective or successful in the students’ learning process. Depending on the type of demonstration given if the right equipment or tools aren’t used or not used correctly the demonstration strategy would fail and the students would loose interest. They may not be motivated or they may not want to participate. They may even be disruptive in class. That would not be a proactive learning environment but a dysfunctional one. Always be prepared to prevent this from happening. Research your topic before doing the demonstration so you can execute it well.

4. What are the advantages of this strategy?

Educators’ using the demonstration strategy uses it to introduce or reinforce a topic. The students learn many new skills such as: observation skills, critical thinking and meta-cognition and problem solving skills, communication, social and life skills etc. The demonstration strategy when it is done correctly it promotes a higher level of learning, meaningful learning. When the students first observe what is to be done by a demonstration the students learn the importance of the subject or topic that is been taught and its importance to their real-life situations. It is relevant so they pay attention to what is being demonstrated. The information that they have learned and the learning experiences become important to them. The students become motivated and get involved in the learning process and the community of learning. The educators’ use the demonstration strategy to get the attention of their students, to motivate them by promoting and engaging students’ curious natures so they want to learn. The students retain the knowledge and the skills and become active learners. The demonstration strategy shows the students that a community of learning environment can help them to gain new knowledge develop their skills by working together. They experience new challenges by taking risks and by working together they can problem solve and resolve conflicts. They learn to work together as a team in a social community to develop and work towards a common goal.

In my video the animals at play in a community of learning environment activated the senses of the students and their natural sense of curiosity. This video demonstration intrigued the students so they wanted to know and observe the animals and how they interacted in their community. The students could see the importance of the benefits of using this strategy in their real-life situations and why it is important to their learning and learning experiences. This video demonstration fulfilled the requirements of using this strategy.

5. What are some best practices for this strategy? Personalize your strategy – How would you use it? For example, you could describe your “perfect” lesson using this strategy.

The best practices for the demonstration strategy are:

a) Organization – being prepared by planning ahead.
b) Do a trial run – this ensures that all equipment or tools used in the demonstration will work.
c) Have a back-up plan in case there are malfunctions with the equipment or tools.
d) Keep the students entertained – this will keep their interest and curiosity and attention.
e) Keep the subject or topic relevant to the students’ real life situations.

I have provided four key points from: “Barry, K and King, L. Beginning Teaching (Second Edition), from the article: Teaching Strategies. CSS, Cyber site, Reach-out”.
Method of implementation:
1. Set the scene
2. Explain and demonstrate the skill/content
3. Student practice with teacher feedback
4. Apply/transfer skill/content in another context

These key points are only a few ways a teacher can use the demonstration strategy in any classroom environment. The methods of delivery will vary depending on the content and subject matter which is being demonstrated.

From: Wikipedia.”Demonstration involves showing by reason or proof explaining or making clear by use of examples or experiments. Put more simply, demonstration means to clearly show. In teaching through demonstration, students are set up to potentially conceptualize class material more effectively… At first, simple observation and communication through pointing to an object, area, or place,…occurs. Then basic definitions of words emerge. These definitions allow humans to communicate, interact, plan, and co-ordinate in ways that help us… to, gain knowledge and to successfully communicate…People can also communicate values and ideas through demonstrations”.

Personalize your strategy – How would you use it? For example, you could describe your “perfect” lesson using this strategy.

How would I use it?

In my opinion the demonstration strategy can be used in any community of learning environment or any learning environment. The reasons are: this strategy can be adapted to accommodate any learning style and can be adapted to be used in almost any learning environment meeting the needs of the students including those with disabilities. I believe given the proper and specialized equipment and tools, hard ware and software etc. the demonstration strategy can be effectively used in almost any situation and used for almost any topic or lesson.

Describe the “perfect” lesson using this strategy:

One of my “perfect” lessons that I used the demonstration strategy was in a classroom environment filled with apprehensive learners who had recently been diagnosed with acquired brain injury/traumatic brain injury (ABI/TBI) and other disabilities. Some of those disabilities were caused because of their brain injury. These students were going on an emotional and physical roller coaster ride. They were scared, angry, frustrated, and resentful and they were experiencing forgetfulness. They were having uncontrollable out burst of all their emotions. They would burst out crying or laughing or yelling for no apparent reason which made them confused and worried etc. Plus some of them experienced physical disabilities and other symptoms etc. The list of what can happen with a brain injury is very long so I won’t explain in any more detail. The brain injury caused major disruptions in their lives and real life situations including how they learn.

The demonstration strategy I used to demonstrate how the brain functions actually work, what part of the brain controls the emotions, the body, the mind, the senses etc. I demonstrated all this using a combination of tools. I demonstrated using a Prezi and PowerPoint presentation that were short and to the point with simple text in colors with pictures that were visually effective and in terms that these learners would understand. While I was giving the presentation I had a sample of a brain (not real) showing and describing the parts and their functions. The learners saw the visual effects on the screen as well as by looking at the brain I was physically demonstrating on. I was showing them where the parts of the brain were and what they were called and what functions could be damaged and what effects it had on the brain and the functional deficits that could be affecting the learner etc. I then had the students demonstrate to each other what I had just done on the brain sample. This was to reinforce what they had just learned. I used the demonstration strategy and had the learners demonstrate to each other. I was using the three learning styles, auditory, visual and kinesthetic (physical, hands-on approach). I
used these methods to create a positive active and collaborative community of learning environment. In the class I also explained and demonstrated various techniques and learning strategies and essential skills that the learners could do at home to help them deal with their life changes they were going through and what various other activities and ways they can learn and re-learn what it is they needed to do in order to regain control of their real life situations and gain their independence and freedom. This gave them empowerment and independence. They regained their self-esteem, self-control and control over their own lives.

This is a complex process. I haven’t gone into as much detail here as I would have in my classroom environments teaching the Life Skills Program, strategic behavioral planning, case management and other courses etc. to these learners.

The end results of the “perfect” lesson were: the learners succeeded in achieving their goals. They regained independence and control over their lives. They developed and enhanced their quality of life and became active social community members. Plus some of them went onto college and university and obtained their degrees and established their renewed social standing in their communities.

This is a “perfect lesson” using this strategy because using the demonstration strategy was an effective tool used to convey to my learners what the lesson was all about. It also reinforced the learning objectives, and learning outcomes. Plus this lesson using the demonstration strategy enabled the learners to learn by engaging them in the demonstration strategy techniques while collaborating with their peers and educator learning new essential skills and knowledge. This created a positive active learning environment in a social community of learning. The learners achieved their goals and gained a higher level of education as part of their learning process.

6. What are the role(s) for the educator using this strategy?

The demonstration strategy has created many new roles for the educators. I have provided a few samples that this strategy has created for the new roles that the educators now have to teach in their classroom environments. What this means is that now the educators need to learn how to demonstrate their lessons and project topics in their community of learning and assist and guide their learners. The educators’ roles have changed considerable. They do not just give a lecture and assign homework, a teacher-centered learning environment.

a) The roles of the educators have shifted from being a lecturer using the “lecture style” methods of teaching to become a facilitator, facilitating and guiding the students in the self-directed, learner-specific, contextual and active learning environments. The educators no longer need to stand in front of the class giving a lecture but instead they perform a demonstration using the demonstration strategy and then they have their learners perform the tasks or projects etc. that they just demonstrated.

b) The educators’ role as a mentor or a coach using this strategy by performing the demonstration the educator provides the knowledge and shows the learners the skills that they need to learn to perform those given tasks in the demonstration. The educators’ meet the individual needs of the learners providing advice meeting the learner’s cognitive, emotional and social needs using this strategy.

c) The educators’ role as a catalyst where the educators engage the learners in problem-solving activities. After the educators perform their demonstration the learners use their problem-solving skills to solve the problem or dilemma that the educator demonstrated. The demonstration strategy was used to show the principles of problem-based learning. The educators provided the stimulus and the learners used their recall and prior knowledge and learning to solve the problem and the learners gain new knowledge, content and skills and the learners reflect on their new experiences etc.

d) The role of the educator as an assistant. After the educator does the demonstration the educator observes the learners doing the tasks, lessons and projects. The educator provides assistance to make sure the learners are on the right track and that the learners correctly perform the necessary and proper skills and techniques that are required in the lesson.

The demonstration strategy has become part of the paradigm shift in the roles that the educators now are faced with in this new technology age of learning, an active collaborative community of learning environment that is student-specific and student-centered not teacher-centered.

For example:

As explained in: Teaching Strategies IV – The Demonstration Method from: 2013 Scribd Inc. “Guidelines for conducting a demonstration lesson. The teacher must be sure he can do what he is supposed to demonstrate”.

7. What are the role(s) for the learner in this strategy?

The roles that the demonstration strategy has given to the learners are many.

For example:

a) The demonstration strategy has changed the role of the student from being a passive learner to an active learner who participates and engages in classroom activities in collaboration with their peers and the educators. The learners no longer just sit at their desks or tables listening to a lecture. They are physically and emotionally active learners participating in their community of learning environments.

b) The demonstration strategy has created the learners’ role as a communicator. This is accomplished when the educator demonstrates the lesson and tasks that are to be performed by the learners in a social community of learning environment requiring the learner to discuss and reflect upon what they have learned by the demonstration. The learners engage in critical thinking and reflection skills and reflect on what they have learned to their peers and educator by engaging in classroom and forum discussions. The learners are also using social media networking techniques, such as using the Internet, using e-mails, Facebook, Twitter, and chat rooms etc. I their roles as the communicator they create their social networks and communicate back and forth to each other and to their educators. They stay connected.

c) This strategy has also created for the learners the role of an empowered learner. The learners are empowered because they are now directly involved in their own learning processes taking responsibilities for their own learning. The learners are now engaged in active learning. They decide how, what, where and when they want to learn. Some examples are: Where they want to learn: at home, at their favorite coffee shop, online, e-learning, or virtual world learning environments using distant education, or classroom or on campus learning, etc. How they want to learn: using computers and the Internet, by using iphones, ipads, tables, PCs, and tablets etc. using self-directed learning or in groups, pair-share, or using simulations, demonstrations and field trips etc. What they want to learn: almost any course or topic. The Internet has opened up the global learning environments so learners have access to almost any course or topic or subject in the world at any college, university and facility etc. When they want to learn: Modern technologies have made it possible for learners to learn at any time of day or the night with flexible schedules and time frames so learners can learn at their own pace and at their own time, with in reason.

Conclusion

To summarize, the demonstration strategy is an effective method of teaching instructional strategies. It can be used in a variety of ways to improve the classroom dynamics. When using the demonstration strategy remember to research your topic, be prepared, have a back up plan in case there are malfunctions in the equipment, if you are using any, and remember to engage your students in collaborative, positive active community of learning environments. If appropriate use humor in your demonstrations to attract your students’ attention so they will want to learn and obtain their personal goals of achieving higher level of education.

REFERENCES AND RESOURCES

The Demonstration Strategy Defined and Explained

Instructional Strategies Online.
Demonstrating

Retrieved from:
2004-2009 Saskatoon Public Schools.
http://olc.spsd.sk.ca/DE/PD/instr/demonstration.html

The Physics Classroom. Newton’s Third law of Motion: For every action there is an equal and opposite reaction.

http://www.physicsclassroom.com/Class/newtlaws/u2l4a.cfm

Math and Science Partnership – Knowledge Management and Dissemination.
Teacher Leaders Providing Classroom Support to Teachers through Demonstration Lessons/Modeling

Retrieved from:
National Science Foundation.
2010 MSP – Knowledge Management Dissemination.

http://www.mspkmd.net/index.php?page=03_2a

Teaching-Strategies -IV- Demonstration Method.

Retrieved from:
2013 Scribd Inc.

Teaching Strategies.
Retrieved from:
Barry, K and King, L. Beginning Teaching, (Second Edition).
(Australia: Social Science Press, 1997).

http://www.station05.qc.ca/css/cybersite/reach-out/strategies/Teaching.htm

Demonstration Strategy:
Demonstration (teaching).

Retrieved from:
2013 Wikipedia.

http://www.en.wikipedia.org/wiki/Demonstration_(teaching)

Instructional Strategies Video – Demonstration Strategy (2013).
Demonstration Strategy: Community of Learning – animals at play.
Participants provided by:
Lewis, Mary, Lewis, Matthew, (2013). Mary’s Doggie Day Care.