Demonstration and Performance

The demonstration and performance methods of instruction are used together so often that they should be studied together. A good demonstration is usually needed to prepare students for performance. Some student activity is an integral part of the learning process so the value of student performance in the learning situation is unquestioned. Learning by doing is the most fundamental of all learning principles. This meaningful experience is derived from active participation.

The Demonstration.

A demonstration is a combination of showing and telling and is designed to appeal to the senses of sight and hearing. A demonstration can give vivid meaning to a statement. One instructor found it difficult to teach approach lights with only pictures and words. By building an operating replica of an approach light system, he was able to demonstrate how the various types of lighting systems were related. This demonstration gave visible meaning to the proper use of approach lights by pilots.

Demonstrations save instructional time. Usually a principle or operation can be demonstrated in less time than it would take to adequately describe it in words, and the learning resulting from the demonstration is more accurate, detailed, and complete. Demonstrations are usually more realistic than discussion and students are better able to "get the feel" of the subject.

Demonstrations must be well planned and executed if they are to be effective. A poor demonstration may fall flat and make the students feel that the project is too difficult to understand if their instructor can’t execute it properly. Use discussion techniques to prepare students for the demonstration. The techniques of discussion and of demonstration are so closely interwoven that either or both may be applicable at any given time.

Many lessons prove ineffective because the purpose and value of the related activities are not made clear to the students. Students must understand what, why, when, where, and how. That is, they must understand what you are going to do, why the project is necessary, when and where it has practical application, and how it is done.

When planning a demonstration lesson give consideration to the size of the class, the understanding and background of the students, and your own demonstration ability.

When demonstrating, "suit the action to the words and the words to the action." That is, keep the words and action synchronized throughout the demonstration. It is confusing to listen to words which are "out of phase" with the action.

The average person is not skilled in the art of observation. After a traffic accident, one can get almost as many versions of what happened as there are witnesses. Students are not necessarily skillful observers who may vary greatly in their ability to recall what they have just seen. It is both unscientific and unfair to attribute differences in visual comprehension exclusively to differences in degree of attention. Attention is, however, a contributing factor.

Take it easy during the demonstration. Remember that "the hand is quicker than the eye" and that you are not giving a slight of hand performance. Place special emphasis on important facts, difficult manipulations, and safety precautions. Repetition of the demonstration is valuable. A careful budgeting of time will usually make such repetition possible.

The Performance.

Like other teaching methods, the use of the performance method is determined primarily by the instructional objective. The performance method is best suited in teaching a specific skill, such as operation of the computer and military learning situations that require mechanical skills.

Because students are performing a certain act does not mean that they will learn well or that they will learn at all. Some biology students cut up earthworms but learn little except to dislike the course. If the students are not interested in the subject or do not exert conscious effort, they will not learn by doing. Motivation is just as important in the performance method as in the lecture or discussion.

Essentials of the Performance Method.

Most Air Force learning involves doing.
From the simplest administrative procedures to the piloting of a complex aircraft, individual and group performance is necessary. Because performance, or doing, is the heart of Air Force learning activities, we should examine the factors that cause learning when the performance method is used. These factors are:

• Motivation. Students can be motivated to learn a skill if they understand its importance in terms of their jobs, their status, or their safety. They should know how the skill will be useful. You must interest them in wanting to learn by doing. 

 • Explanation. Tell your students what they are supposed to do and describe the product of their efforts. During the explanation, answer their questions. Some discussion of theorymay be necessary before they achieve the desired understanding.

• Demonstration. You should show the students what they are supposed to do. You may demonstrate a skill or procedure that the students will use to achieve the lesson objective. This phase often includes appropriate explanation. For example, a group of pilots must learn to fire at a ground target. One instructor takes to the air and demonstrates when to fire, when to stop firing, and when to pull up from the target. Another instructor on the ground explains what is taking place in the air. Soon after this demonstration the students will be required to go through the same procedure with an instructor along to correct them when they make errors.

• Student Performance and Instructor Supervision. This is action, or doing, by the students. If the task is a simple one it may follow the demonstration; if it is complicated, it should be divided into steps. Whenever students are performing, supervision is needed to see that they follow correct procedures and meet established standards. 

• Evaluation. The evaluation step is the final and perhaps most important factor in this method. It is here that you determine how well your students have learned. To accomplish this, there must be a separate and distinct evaluation step in which the students perform the skill with no assistance from you.