Demonstration is an experiential learning activity that uses particular experiments or simulations in the classroom to show how abstract or complex concepts work in practical applications. It starts with students using prior knowledge to hypothesize about the outcome of the demonstration and then observe what happens and compare to their predictions. Then students may replicate the demonstrations themselves to gain deeper knowledge of the abstract concepts on a concrete level. Even Though demonstrations often take place in science classrooms, there can be demonstrations with predictions and applications to other cases in a variety of courses (e.g. predicting the behavior of a character in literature and then discussing the actions after reading and analyzing the author’s intent).

What is the activity good at accomplishing and how does it accomplish that?

Below is a list of some of the things you can accomplish with your students using this active learning technique. Before making changes to the technique, check (and add to) all that the Demonstration activity is contributing to your students’ learning experience and make sure you maintain those through the changes that you are making.

• Gives students a robust, immediate experience of the thing being studied that includes both intentional, designed aspects, while also leaving in place elements that the instructor might not consciously think to highlight or include. It prioritizes student attention above instructor forethought. 
• Promotes observation skills and attending to a concrete experience and reflecting on the abstract conception that the particular is an instance of.
• Encourages synthesizing of information from the observation to their prior knowledge or apply it to new situations.
• Encourages individual replication of the demonstration, which increases motivation and confidence.
• Develops critical thinking skills and encourages students to challenge their existing assumptions.
• Helps students acquire missing information and correct inaccuracies in their understanding of core concepts.
• Others?

Pre-activity:

• Explain the demonstration by describing the apparatus and procedure, and providing an overview of the demonstration without conducting the demonstration.
• Provide a handout of the procedure, the apparatus and the overview of the demonstration for students.
• Be sure to emphasize the goal and relevance of the demonstration to the overall learning outcome of the lesson, as this is sometimes missed by students in the excitement from the activity.
• Check on student prior knowledge by doing a pre-assessment. This will give you more information about student preparedness for or knowledge of the demonstration.

Optional

• You can ask the students to make individual predictions using prior knowledge to hypothesize about the outcome of the demonstration. You may choose to offer handouts or worksheets, which will help scaffold the students’ learning and keep students engaged throughout the activity.
• Students then discuss their predictions with other students in small groups
• Students finalize and write down their predictions for the demonstration.

Demonstrations:

• Conduct the demonstration and concretely describe what you are doing as you do it (avoid using placeholder words, e.g. “now i will add the potassium” instead of “now I will add this”).
• Make sure the demonstration is visible by utilizing the overhead projector, video, or digital camera and using appropriate backdrops, containers, etc. for contrast.
• Make sure to have the steps also in written format on powerpoint as you explain the steps.
• During the demonstration, involve the students with questions and dialogue to increase interaction and maintain participation.

Optional

• Inform the students to observe what happens and compare to their predictions.

Replicate Procedure:

• If students will replicate the demonstration, provide clear verbal and written instruction (even after they observed the demo).
• If choosing to have students in small groups, have a plan on how you will divide them.
• If students are working in small groups, make sure to give clear instructions about the division of responsibilities among group members.
• Even if you hand out directions, have an outline of the procedure, printed in large type, at the workstation that the participants can follow. They tend not to read everything when they are anxious to try an activity.
• Inform the students about time for the activity and ask if there are any questions at this time.
• Monitor students and address any questions they may have and to keep them on task.
• If TAs are monitoring students, make sure they are clear about the learning outcomes and their role and responsibilities.

Discussion/Wrap-Up Activity:

• Ask students to describe (the results of) the demonstration in small groups or as a class.
• Provide a handout or reflection worksheet for students to write out their individual notes, reflections and questions about the demonstration.
• As a large group, ask students to discuss misconceptions, connect to concepts, reflect on what just happened using a scaffolded set of questions. (Note: This can be done in small groups as well)
• Remind students to take notes of the responses on their reflection worksheets and allocate and announce an appropriate amount of time for note taking.
• Finally, have the students discuss other situations where the same underlying concept or principle is occurring and compare the demonstration to these new situations. This step can be done as homework.

Step 1: Identify essential components

Identify the components/aspects of the demonstration activity that are essential for learners to meet the learning outcomes of the lesson.

• How does demonstration help learners meet the learning outcomes of the lesson?

Step 2: Identify obstacles

• Which parts of these essential components/aspects are an obstacle for this learner?

Step 3: redesign to remove obstacles

• How can we redesign these essential components to remove the obstacle for the learner but still equally support them to meet the LO of the lesson?

Using activity meta objectives to redesign for temporary accommodation:

Below is an example of a redesigned Demonstration activity while maintaining the activity’s meta objectives. I encourage you to engage in the same process to redesign this activity for other accommodation needs. 

This redesign removes the dependence on ‘visual’ demonstration which makes the activity more accessible for students with visual disabilities. It includes providing pre-recorded video with available audio narration in addition to detailed auditory descriptions of the demonstration while in class. Also, students with processing disabilities or learning disabilities might benefit from the varied delivery approaches in this redesign. Any and all worksheets and provided material should be in a format that students with visual disabilities can access (e.g. large print, braille, etc.). 

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