Planning and Observation: Demonstration

Name  ________________________     Topic ______________________________
Observer __________________     Setting ______________  Date  ______________
Developed as part of the South Dakota State University Model Based Instruction Undergraduate Teacher  Education  Program, 1991-1999
 
CONTEXTING:
PRE-DEMONSTRATION
 		 Activities and Strategies observed or planned:
 
1.  Connect with course goals and outcomes.
Activities or statements that help students understand what finally should be learned from this lesson and how it fits into a larger context of the unit, course goals, or school outcomes.
 
2.  Activate Topic Knowledge.  Activities and strategies that help students activate topic knowledge needed for comprehending the skill or process being demonstrated.
3.  State Lesson Goals.
Clear articulation of what students should gain from this lesson (objective is often written on the board or newsprint) and why they are learning this skill or process.  The why or the rationale could tie in with the school's significant outcomes or be limited to more immediate contexts.
 
COMPREHENDING:
DURING-DEMONSTRATION
 		 Activities and Strategies observed or planned:
4.  Deliver Instruction
Presentation of information, usually a skill, process or simple concept.  For a skill or process, the sequence of steps must be clear and sensible with adequate explanation and demonstration as input continues.  For a concept, components / attributes and how they relate to one another must be clear.
 
5.  Demonstrate Skill or Process.
   (may combine with #4)

A demonstration is usually teacher led (but could include performances by others) that allows students to see expert performance of the skill or process.  This demonstration must clearly reflect the sequence as presented during step 4.  For simple concepts, the relationship must be clear.  In all cases, students must see direct connection to the components of step 4.
 
6.  Checking for Understanding.
Activities and interactions that allow the teacher to assess the understanding of the students.  Should include all students, either directly or through representatives of the group.  Shared and valid understanding of the skill or process is critical.
 
LEARNING:
POST-DEMONSTRATION
 		 Activities and Strategies observed or planned:

7.  Guide Student Practice: 
Activities and interactions that allow for student practice with the processes and skills.  Teacher circulates and guides practice.
 
 
 
 
8.  Assign Independent Practice.
Activities and interactions that allow further individual practice.  Should be done when students demonstrate in step 7 that they are able to perform without major error, discomfort, or confusion.
 
 
9.  Re-connect to course goals and Outcomes:  Activities to generate relationships of the skills and processes to significant outcomes