Demonstration and Return Demonstration Module
Instructional strategies
These are devices teachers adopt when making decisions on how to present a topic to the class. For example, in the module pertaining to demonstration and return demonstration when teacher a social studies lesson regarding values education such as respect for parents, teachers and elders a useful strategy would be using a discussion session asking students how they perceive parents in the home. Building upon this values education through an open discussion session, the instructor can allow students to write down what they have understood about in the group on pieces of paper (Ford, 2013). When this is completed these two major instructions strategy ideas can be applied to the module namely as:
Open discussion on values pertaining to respect
Expressing an understanding of brain storming by writing down ideas that were expressed collectively.
Reviewing synchronicity of ideas expressed during brain storming and those writing by individual students
Aligning strategies with goals
The specific goals for this values education module are:
Teaching respect to students for parents. In aligning this goal to the discussion of the respect value students will engage each other in demonstrating how they will respond to his/her parent when disciplined.
The return demonstration goal alignment will encompass a review of how each child responds after an value strategy instruction was identified
A second goal for this values education module relates to enhancing respect for parents, teachers and elders when there seems to be irregularities in demonstration.
The return demonstration involves an evaluation by fellow students of whether any improvements in showing respect of modeled parents teachers and elders was adjusted.
Description of how content will be delivered
It is expected that content will be delivered through two significant means:
Role Play
In this lecture discussion demonstration, the instructor will offer the class some questions regarding respect for parents, teachers, and elders for stimulating their personal opinions regarding respect. These include:
How would you react to an adult asking that you return an item from where it was removed by you?
Walk away without expressing that you heard the request
Refuse to carry out the request by saying that it was not your responsibility to do so.
Be verbally abusive to the adult
When you enter a room full of adults what would you do?
Go about your business without paying any attention to them
Laugh and walk out
Say Good day! How are you today?
When you enter a classroom and the teacher is standing before the class what do you do?
Walk in and take my seat.
Laugh at the teacher and disrupt the class
Say Good day and ask if I can take a seat
These questions will be distributed to the class and they will be picked up reviewed for the lecture then students discuss appropriate and in appropriated behavior (Terenzini, 2012).
Role play
The responses received from this lecture discussions section regarding values education on respect for parents, teachers and elders, students will form into three groups and design three role plays one pertaining to respect for parents, teachers and elders. For the subsequent lesson the role play activity will be enacted and applied as the return demonstration techniques for the lesson pertaining to values education on respect (Erturk, 2015).
References
Erturk, E. (2015). Role Play as a Teaching Strategy. Retrieved on January 27th, 2017 from
https://www.researchgate.net/publication/284166003_Role_Play_as_a_Teaching_Strategy
Ford, J. (2013). Educating Students with Learning Disabilities in Inclusive Classrooms.
Electronic Journal for Inclusive Education, 3(1): 12-24
Terenzini, P. (2012). Collaborative Learning vs. Lecture/Discussion: Students’ Reported
Learning Gains. Retrieved on January 27th, 2017 from
https://barnard.edu/sites/default/files/inline/collaborative_learning_vs_lecture-
discussion_student_reported_learning_gains.pdf
