Lecture-cum-Demonstration Method

 

Lecture-cum-Demonstration Method::  

 

It is one of the traditional methods used in teaching and it is also considered the "chalk and talk method". It is a teacher-centered method as the teacher plans, demonstrates the activity, and explains the principles and concepts involved in it. Lecture-cum-demonstration includes the merits of the lecture as well as demonstration method. It attempts to filter out the disadvantages of both. Demonstration means ‘to show’. In Lecture method teacher just tells but in demonstration method teacher shows and illustrates certain fundamental phenomena. This method is also in accordance with the maxims of teaching ‘from concrete to Abstract’. The students see the actual apparatus and experiment and thereby they feel interested in learning.
Points to be considered while using lecture-demonstration:
 For successful demonstration following points to be always kept in mind,
1.A demonstration should be planned and rehearsed in advance by the teacher.
2.Teacher should be clear off the purpose of demonstration.
3.Demonstration should be purposeful, clear-cut and convincing.
4. Demonstration should be the result of the active participation of pupils and the teacher.
5.Demonstration should be simple and quick.
6.The demonstration should be visible to the whole class in significant details.
7.A demonstration should show only one idea at a time,in order to avoid confusion.
8.Demonstration should be an interesting to capture the attention of the students.

Characteristics of good demonstration

1.            Visibility

A demonstration should be visible in most of its significant details to all the students of the class.

2.            One major idea at a time

Only one major idea at a time should be taken so that students become aware of the objectives of demonstration.

3.            Clear cut

The demonstration should be clear cut, for this, the teacher should be clear of the purpose of demonstration. He should know the aims of demonstration before hand.

4.            Convincing

It should be convincing so that students get a training in scientific method of solving problem.

5.            Rehearsal

It is necessary before demonstration so that teacher becomes well versed in handling the apparatus.

6.            Supplemented with other teaching aids

Demonstration should be supplemented with othe teaching aids like chart, models etc. to make it more interesting.

7.            Asking relevant questions

The teacher should ask suitable and relevant reflective type questions. It also helps to keep the students alert.

8.      Neat, clean and tidiness

9.      Simple and speedy

10. To write observation

11. Teacher to act as performer

12. Sufficient time.

 

Steps in Lecture-cum-demonstration

1)     Planning and Presentation:  While planning a demonstration the following points should be kept in mind.

 

  Subject matter

 

  Lesson planning

 

  Rehearsal of experiment

 

  Collection and arrangement of apparatus

 

2)     Introduction of lesson: The lesson may be introduced on the following basis

 

  Student’s personal experience

 

  Student’s environment

 

  Telling story

 

  A simple and interesting experiment

 

3)     Presentation of the subject matter

 

  The teacher must study the subject matter on broad basis taking into consideration the interest and experience of students

 

  While demonstration is going on, question should also be asked which help the students to understand the principles

 

  The teacher should try to illustrate the facts and principles

 

  Language used by teacher should be simple and clear.

4) Experimentation

  Demonstration should be properly spaced and striking, clear and convincing

 

  The demonstration table should have only apparatus

 

  The experiment should be simple and speedy

 

  All the apparatus should not be displayed at once

5) Blackboard work

           A big blackboard behind the demonstration table is necessary in order to summarize the principles and other matters of demonstration and also to draw necessary diagrams and sketches.

Advantages of Lecture-cum-Demonstration Method

·         ­ Economical: This method is economical as it helps in economizing resources
·         ­ Psychological Method: Demonstration method psychological as the students are shown concrete things.
·         ­ This method is especially useful where 

·          The apparatus is expensive
·         Quick revision of some concept is required
·         The apparatus is sensitive to break
·         The experiment involves some difficult and complex operation

 
·            ­ Student participation : This is one of the best techniques to get participation of students.
·            ­ Save time and effort: This method saves teachers time and effort as it is easier to perform one experiment than supervise 45 experiments.
·            ­ Helpful to promote useful discussion: This method can help to promote relevant and useful discussion in the classroom and also provides opportunity to question and to review.
·            ­ More efficient method
·            ­ Activity centred: Students are kept busy in various activities like observing, taking notes, answering questions, drawing diagrams etc.
·            ­ Useful for all types of students: i.e. from average to above average
·            ­ Helpful for teacher

Disadvantages of Lecture-cum-demonstration Method

·­ Ignore maxim of education: The maxim of education, ‘Learning by Doing’ and the principles of psychology of learning has no place in this method.

·­ Visibility: Visibility is main problem for a teacher because all the students may not be able to see the details and results of a demonstration

·­ Speed of experiment: Either too fast or too slow speed of demonstration sometimes  may create trouble in understanding what is going on.

·­ Ignore individual difference: This method totally ignores the main principle of psychology. There is always individual difference, slow learners and genius are made to sail in the same boat.

·­ Hinder progress: This method somehow hinder the development of laboratory skills among the students

·­ Not useful for developing scientific attitude.