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This paper builds on a previous study of the ‘demonstration’ as a signature pedagogy in design and technology (D&T). The demonstration is a fundamental pedagogical tool in practical subjects,...
In presenting demonstrations, either explanations are often omitted or too much information is given. An effective demonstration should promote good observation skills, stimulate thought, arouse curiosity, present aspects of complex concepts on a concrete level, and, most important, be the basis for class discussion.
In our opinion effective demonstration requires four things: good subject knowledge and understanding. a competent and confident level of practical2 skill. a knowledge of pedagogical techniques and strategies. an understanding of how children learn.
- Signature Pedagogy and ‘The Demonstration’
- ‘The Demonstration’ and Domains of Learning
- The ‘Demonstration’ and Cognitive Load Theory
- Social Learning Theory
- Summary
The term signature pedagogy was first used by Shulman (2005) to describe the “types of teaching that organise the fundamental ways in which future practitioners are educated” (p. 52). Originally developed from the study of professional preparation, Shulman identified three fundamental dimensions of professional work—thinking, performing and acting ...
The popular taxonomy of educational objectives introduced by Bloom et al. (1956) identified three domains of learning: cognitive, affective and psychomotor. Bloom et al. initially defined the first, and most widely recognised, cognitive domain; updated by Andersen and Krathwohl (2001), who were part of the original research team. Krathwohl et al. (...
Cognitive load theory postulates that novice learners freely exploring “a highly complex environment may generate a heavy working memory load that is detrimental to learning” (Kirschner et al. 2006, p. 80). This being attributed to limited or underdeveloped mental schemas, which are the mental representations of concept constructed by the learner. ...
Bandura (1977) proposed that learning takes place within social context through observation, imitation and modelling. Social learning theory (SLT) bridges the gap between behavioural and cognitive theories of learning, making a distinction between an observer ‘acquiring’ and ‘performing’ a learnt behaviour, akin to Ryle’s (1949) ‘knowing that’ and ...
McLain (2017) explored the implications of social constructivist theories and the role of the teacher as a ‘more knowledgeable other’ (Vygotsky 1978). Cognitive load theories of learning provide a counterargument, raising questions regarding the effectiveness of constructivist approaches (Kirschner et al. 2006). However, this is specifically direct...
- Matt McLain
- m.n.mclain@ljmu.ac.uk
- 2018
What is a Teaching Demonstration? Why do search committees value effective teaching when looking for faculty candidates? What distinguishes an outstanding teaching demonstration from an adequate teaching demonstration? 2.1) What are the situational factors? 2.2) What do I want students to learn?
this paper is fourfold: 1) to provide a conceptual definition of a demonstration, 2) outline the theoretical foundations of demonstration-based learning, 3) provide a typology of demonstrations based upon the conceptual definition and theoretical basis, and 4) provide an initial set of
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In this part, we look at visual and verbal communication, and offer a potential framework for scaffolding demonstrations. “First and foremost, the goal of a demonstration is to communicate and model how to do something and how to talk about the task or technology at hand....
