Demonstration and Simulation

EDCI 1490A – Spring 2012

Experiential Learning Promotes self-directed learning in adults Promotes the skills of:

Interpersonal interaction Group processing Intracultural communication Coping with ambiguity Working on real-life problems with other

adults

Demonstration

Definition: an accurate portrayal of a procedure, technique, or operation

Purpose: Provide a model of a skill Support an explanation of an idea, theory,

belief, concept, or skill

Demonstration Five types of demonstrations:

Instructor – instructor shows and tells Participant Volunteer – volunteer demonstrates and discusses Full Participation – all learners are required to demonstrate

and one or all discuss Job Instruction Training – instructor introduces and

demonstrates a task, then learners explain and demonstrate the task, then instructor provides feedback

Behavior Modeling – instructor introduces topic and “models” effective and ineffective behavior, then instructor shows video that simulates the conditions and models effective and ineffective behavior, then learners discuss the behavior and demonstrate it themselves, then instructor critiques the demonstrations

Demonstration – When is it appropriate? When the topic or skill lends itself to

observation To provide an economical use of time,

materials, and equipment When there is a need to show a process in

action To provide step-by-step guidance in

performing a complex task To prepare learners for practice sessions and

drill exercises

Demonstration - Advantages Economy of time Reduce the gap between theory and

practice Enhance learning by engaging multiple

senses Provide variety to learning situations,

thereby fostering comprehension and improving recall and transferability

Demonstration – Disadvantages May foster negative motivation (I can’t do that!) Requires instructor to have mastery of the skill

or task being demonstrated Often difficult to isolate tasks, skills, and

behaviors in a step-by-step manner Can be time consuming, requiring time for

practice and review May be prohibitive on a cost/time basis May be difficult to provide individual feedback

to all learners

Responsibilities of the Demonstrator Have a clear understanding of learning

objectives Analyze the process, breaking it into

small sequential steps Be sure all learners can see each step of

the presentation Have all materials in place Check the operation of all equipment

beforehand

Responsibilities of the Learner

Practice the skill, task, or behavior Perform the skill, task, or technique

exactly as demonstrated prior to adjusting for personal preferences and talents

Communicate any difficulties to the demonstrator

Demonstration - SummaryA good demonstration should be: Clearly presented Visible to all participants Presented in small manageable parts Capable of being duplicated Relevant to the situation, topic, and/or

subject being discussed

Demonstration – A model

Demonstration-Performance Model Explanation Phase:

Explanations must be clear, pertinent to the objectives of the particular lesson to be presented, and based on the known experience and knowledge of the learners.

The instructor should encourage learners to ask questions about any step of the procedure that they do not understand.

Demonstration-Performance Model

Demonstration Phase: Show learners the actions necessary to

perform a skill, in a systematic, step-by-step procedure

Include as little extraneous activity as possible

Demonstration-Performance Model Student Performance Phase:

Requires learners to act and do Learners should be given a chance to

perform the skill or task as soon as possible after a demonstration

Learners should be allowed to independently complete the task at least once before terminating the session, with supervision and coaching as necessary

Demonstration-Performance Model

Instructor Supervision Phase: Allot enough time for meaningful learner

activity Supervise and coach as necessary

Demonstration-Performance Model

Evaluation Phase: Instructor judges learner performance Instructor requires each learner to work

independently during this phase Instructor may comment on how each

learner performs the skill or task relative to how it was taught

Simulation Definition – a technique which enables

learners to obtain skills, competencies, knowledge, or behaviors by becoming involved in situations that are similar to those in real life

Most common techniques – Role playing Case study Critical incident In-basket activities

Simulation – When is it appropriate? To develop highly complex cognitive skills

such as decision making, evaluating, and synthesizing

To impact positively on the learner’s values, beliefs, or attitudes

To induce empathy To sharpen human relations skills such as

interpersonal communication skills To unlearn negative attitudes or behaviors

Simulation – Four Principles to Follow The selection should be based upon the continuity

and interaction of the learners’ past, present, and future experiences.

The sequencing of activities should be based upon an “experience continuum” in which the learners use knowledge gained from one experience to understand the meaning of the new experience.

Action and reflection should be used in reviewing learning experiences.

The subject matter should be discovered by the learner through a process of inquiry, exploring the significance of each experience.

Simulation - Advantages Provides an opportunity to apply learning to new

and rewarding situations which allows for new discoveries

Learners are active participants in the learning process

Learners gain without paying the consequences for a wrong decision

Discussions are realistic and focused upon observed behaviors

Feedback is immediate Cost effective

Simulation - Disadvantages Demonstrates how people may behave

rather than how they will behave The results of a single simulation cannot be

used as the sole basis for generalization of behaviors or actions

Confusion can result if overly complex situations and circumstances are introduced to the learners

Can be expensive to design and develop as well as time-consuming to conduct

Responsibilities of Facilitator Keep instructions short, clear and

understandable Clarify the purpose of the exercise Make the value of participation evident Make the simulation relevant to all participants Make the simulation authentic The problem-solving and decision-making

processes should be appropriate to the level of the learners

Provide adequate interaction and feedback

Responsibilities of Learner Be able to apply new knowledge, skills, or attitudes

to real-life situations Participate in all activities Provide personal insights Develop an atmosphere of sharing and support for

each other Provide essential feedback to each other Be noncritical Provide facilitator open and honest feedback

regarding the realism, rigor, and complexity of the situation

Simulation – A Model

Five-step process: The experience Sharing Processing Generalizations Application

Five-step Process The experience

Four or five participants, encourages increased involvement and sharing

Forgo long introductions, which can bias the participants

Participants should be allowed to identify their own purpose of the exercise, to increase the variety of conclusions reached

Five-step Process Sharing

Members are encouraged to share their observations of what went on as well as how they felt about the activities or events

It’s important to reveal feelings Facilitator encourages increased sharing,

without commenting on either the process or the meaning of the exercise

Five-step Process

Processing Done with the entire group The goal is to identify commonly shared

experiences or perceptions and to identify common themes among the group members

Five-step Process Generalizations

“What is the point?” Facilitator guides the group into drawing

broad implications from the experience and resulting discussion

Lead participants to understanding and how the exercise applies to their specific work situations or personal lives

Five-step Process

Application “Now what?” Facilitator helps learners to think of ways

to apply the new generalizations to future situations

Demonstration and Simulation ConclusionsDemonstrations and simulations both foster experiential learning. Participants can develop new insights and awareness as well as utilize those past and present experiences which will impact future learning. Both methods require active learner involvement. They also require the adult educator to develop and maintain facilitation skills as well as advanced interpersonal skills. Demonstrations and simulations can be very effective alternatives for the learning situation.

References Gilley, J.W. (2004). Demonstration and

simulation. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (3rd ed., pp. 361-381). Malabar, FL: Krieger.