1. Demonstration as a Teaching Strategy
Presented by:
Lisa Hall
Candice Roberts

2. Demonstration
The   basic,   and   most   often   used,   method   of   instruction   for   teaching   skill-type   subjects   is   the demonstration   method.   It   covers   all   of   the   steps    your   students   need   to   learn   a   skill   in   an effective   learning   sequence. This  method  always includes  a  demonstration  step  and  a performance   step   and   allows   you   to   use   other       steps as needed. Demonstrations become more effective when verbalization accompanies them. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be.

3. Jean Piaget
The concept of cognitive structure is central to his theory. Cognitive structures are patterns of physical or mental action that underlie specific acts of intelligence and correspond to stages of child development.
There are four primary cognitive structures (i.e., development stages) according to Piaget:
1) sensorimotor- exploration through the senses
an instrumental piece of demonstration
2)pre-operations- develop communication skills
3)concrete operations-ability to reason
4)formal operations-abstract thinking

4. Piaget explored the implications of his theory to all aspects of cognition, intelligence and moral development.
Piaget’s theory demonstrates that learning is multisensory
Demonstration is a learning style that is multisensory

5. Applying Demonstration to a Teaching Situation
Generational diversity- nurse educators are charged with teaching a population whose learning styles differ.. Skills taught by demonstration help to level the teaching field
Nurse competencies
Clinical skills of staff and Nursing students
Outcomes management
Patient education

6. Appropriate Settings for Demonstration Teaching
Small number of people in classroom… will need space and time for return demonstration
One on one
Patient room, or lounge where patient feels comfortable without feeling intimidated
Outpatient classroom, keeping respect to small numbers

7. Advantages -Demonstrations....
Utilize several senses; students can see, hear, and possibly experience an actual event
Stimulate interest
Present ideas and concepts more clearly
Provide direct experiences
Reinforce learning
Reinforce previous learned information
Intrigues the learner

8. Disadvantages -Demonstrations...
May fail
Timely preparation
May limit participation
May limit audience/client input
Require pre-preparation
Step by step phases may happen to fast or may not be able to repeat

9. Ways to Adapt the Strategy if Necessary
Be prepared- prepare for the unexpected
Be aware of your students learner styles
Break for questions throughout
Practice the demonstration prior to allow for accommodations
Multiple demonstration stations if possible

10. Evaluating the Effectiveness of Demonstration
Return demonstration-
carried out by the learner
Should be done as close as possible to when the demonstration was given
Teacher should remain silent, they can coax or give cues as needed

11. Conclusion
Learning styles are unique to all people. Because there are deep learners and surface learners, demonstration as a teaching method is useful as it will engage both types of learners. The more senses involved in a learning situation, the better knowledge will be assimilated. Therefore when evaluating the learner through return demonstration, the learner will demonstrate a more confident and stronger ability to perform.

12. References
Fitzgerald,K.(2008) Instructional Methods and Settings. In S.Bastable, Nurse as Educator Principles of Teaching and Learning for Nurse Practice. (pp ).Sudbury, MA: Jones &Bartlett
Miller,H., Nichols,E., Beeken, J.E. (2000). Comparing Videotaped and Faculty-Present Return Demonstrations of Clinical Skills. Journal of Nursing Education 39 no
Notarianni,M.A., Curry-Lourenco,K., Barhan,P., Palmer,K.,( 2009). Engaging Learners Across Generations: The Progressive Professional Development Model. Journal of Continuing Education in Nursing. Vol 40 (6)
Purdue University Cooperative Extension. (2001). Giving A Demonstration. Retrieved April 9,2010, from pdf/givedemo.PDF
Psychology.org.(n.d.) Genetic Epistemology (J.Piaget). Retrieved April 9,2010 from,

13. Reference cont
Roberts,S.T., Vignato,J.A., Moore,J.L., Madden,C.A.,(2009). Promoting Skill Building and Confidence in Freshman Nursing Students with a “Skill-a-Thon”. Journal of Nursing Education. Vol48(8)
Ross, A.M., Pate, M.F.D., Cartwright,J., Luce,L., (2009). Evidence-Based Practice to Outcomes Management: Spiraled Learning Activities,Part VI. Journal Nursing Education. Vol 48(11)