Teaching Demonstration Checklist

<<general comment>>
Preparation and Planning:
❑ Clear Learning Objectives: Clearly define what you want students to learn from the demonstration.

* Must contain the 3 Domains of Objectives

1. Cognitive Domain: Focused on thinking skills
(best verb/s to use) - Identify, Explain, Discuss ;
2.Psychomotor Domain: Focused on motor skills/body movement
(best verb/s to use) - Perform, Demonstrate, Use;
3.Affective Domain: Focused on interests/emotions
(best verb/s to use) - Value, Appreciate, Show, etc.
Note that:
- these verbs are just suggestions and may vary depending on your intended outcomes for the
lesson.
- all the activities and topics that you will discuss must be based on these objectives.
- All domains of objectives must be reflected on your “Generalization”. Cognitive domain must be
assessed in the Evaluation (in the form of Quiz/Seatwork); Psychomotor domain must be assessed in
the Application (in the form of Performance Task- Real Life Application of the topic); and Affective
domain must be assessed not only in the Generalization but also in the Values Integration.

Affective Domain in Generalization and Values Integration (Difference)

- Example:

Topic: Computer Input Devices

- Generalization: (Affective Domain – Significance of the Lesson itself)
“Learning about different computer input devices is significant because it enables efficient and
versatile interaction with technology across various tasks and industries.”

- Values Integration: (Affective Domain – What moral values you can incorporate with the topic?)

Example: Ask this to your students: “What input device will you choose to prevent cyberbullying and
why?”

Lesson Structure: Organize the content logically with a clear beginning, middle, and end.
* Follow the correct order of the lesson plan. Assess the readiness of your students towards the topic
first. Do not ask extremely hard questions right away if you know that the students do not have any prior
knowledge about your new topic.
❑ Adaptation: Show an ability to modify the lesson based on student engagement and understanding.
* Learn to adjust your level based on your students’ capabilities. Do not expect all of them to be the same
level as you. Consider their readiness for the topic. Adjust your lesson so everyone can participate.
❑ Materials and Resources: Gather all necessary materials and resources in advance.
Classroom Management:
❑ Classroom Environment: Create a positive and inclusive classroom atmosphere.
*Make sure that the students feel safe from humiliation and bullying. Make sure that nobody will be left
behind in the class regardless of their gender, beliefs, and capabilities.

"Our JOB is to teach the students WE HAVE.

NOT the ones we would like to have. NOT the ones we used to have.
Those we have right now. All of them." -Dr. Kevin Maxwell

Good luck!
DRJ
1
 ❑ Rules and Expectations: Communicate classroom rules and expectations clearly.
* At the start of the session, make sure to tell your students the behaviors expected of them.
❑ Time Management: Pace the lesson effectively to cover all planned activities.
*It is the lesson that must be adjusted to the time and NOT vice versa. Extending the lesson might cause
some trouble with other teachers and students. Be considerate.
❑ Transitions: Smoothly transition between different parts of the lesson.
* You may use “transition/introductory” statements such as “before we proceed to our new topic,” “now
let’s head on…”, “to kickstart our class…”, etc. before going to the next part of the lesson

Instructional Strategies:
❑ Engagement: Use strategies to capture students' interest and maintain their engagement.
* As much as possible, provide opportunities for your students to participate”
❑ Differentiation: Incorporate methods to address diverse learning styles and abilities.
*You may use varied tasks (giving different tasks to students/ each group) to cater diverse learning styles
and abilities.
❑ Questioning: Ask open-ended and thought-provoking questions to stimulate discussion.
*Avoid asking questions that can be answered by “yes or no” only. Use HOTS questions such as HOW
and WHY.
❑ Scaffolding: Provide appropriate support to help students grasp challenging concepts.
*Use guide questions when necessary. Rephrase the questions or give hints/clues if they find it difficult.
Content Knowledge:
❑ Depth of Knowledge: Display a strong understanding of the subject matter.
*Make sure that you master your topic. Prepare answering random questions from your students.
❑ Clarity: Explain concepts in a clear and concise manner, avoiding jargon.
❑ Application: Relate content to real-world examples to enhance understanding.
Communication:
❑ Verbal Communication: Speak clearly and audibly, maintaining a suitable pace (do not talk too fast or
too slow).
❑ Nonverbal Communication: Use body language and gestures to reinforce points.
*Here are some gestures and their meanings that can help teachers communicate and engage with
students:

Open Palms Facing Upward: This gesture suggests openness and invitation. Teachers can use this
when introducing a new topic or concept, inviting students to share their thoughts or questions.

Pointing with Index Finger: Pointing can direct attention to specific objects, words, or ideas. It can be
used to highlight important information on a board, screen, or in a textbook.

Nodding: Nodding signals agreement and understanding. Teachers can nod when a student makes a
correct point or answers a question accurately, reinforcing their input.

Clasping Hands: This gesture can convey unity and connection. Teachers might use it when discussing
teamwork or collaboration, emphasizing the importance of working together.

Thumbs Up: A thumbs-up gesture signifies approval and success. Teachers can use it to acknowledge
a job well done, whether it's solving a problem, completing an assignment, or contributing to a discussion.

"Our JOB is to teach the students WE HAVE.

NOT the ones we would like to have. NOT the ones we used to have.
Those we have right now. All of them." -Dr. Kevin Maxwell

Good luck!
DRJ
2
 Stepping Forward: Physically stepping forward can indicate progression or moving toward a goal.
Teachers can use this gesture to visually represent advancements in learning or achievement.

Raising Eyebrows: Raising eyebrows can signal surprise or intrigue. Teachers might use it to emphasize
unexpected facts, engage students' curiosity, or encourage them to think critically.

Hand on Heart: Placing a hand on the heart can symbolize sincerity and emotional connection. Teachers
can use this gesture when discussing personal experiences, values, or important life lessons.

Shrugging Shoulders: A shoulder shrug indicates uncertainty or a lack of knowledge. Teachers can use
it to prompt students to consider alternatives or explore further when faced with challenging questions.

Hands on Hips: This pose can convey confidence and authority. Teachers might adopt it when making
a strong point or providing clear instructions for an activity.

Rubbing Chin: Rubbing the chin suggests deep thought and contemplation. Teachers can use this
gesture to encourage students to think critically about a topic or problem.

Finger to Lips (Shushing Gesture): This gesture signals the need for quiet or secrecy. Teachers can
use it to gain students' attention before revealing a surprise or sharing important instructions.

Writing in the Air: Mimicking writing in the air can reinforce the importance of note-taking or summarizing
key points. It visually represents the act of capturing information.

Hand Clapping: Clapping hands together can signify enthusiasm and approval. Teachers can use this
gesture to celebrate achievements or recognize hard work.

Remember, the effectiveness of these gestures depends on context, consistency, and cultural
considerations. It's important to use body language and gestures authentically and in ways that feel
natural to you as a teacher. Additionally, be aware of students who might have different cultural
interpretations of certain gestures.

❑ Active Listening: Pay attention to student responses and adapt instruction accordingly.
*Listen carefully to the answers of your students, DO NOT just nod to their answers. Confirm whether
their answer is correct or wrong.
Assessment and Feedback:
❑ Formative Assessment: Incorporate methods to gauge student understanding during the lesson.
❑ Feedback: Provide constructive feedback that guides students' learning.
❑ Reflection: Show the ability to reflect on the effectiveness of the lesson and identify areas for
improvement.
Technology Integration:
❑ Technical Proficiency: Demonstrate competence in using any technology tools or platforms.
❑ Seamless Integration: Integrate technology in a way that enhances learning, not detracts from it.
*The technology that you will use must be related to and appropriate for the lesson.
❑ Troubleshooting: Quickly address any technical issues that arise during the demonstration.
*Expect the unexpected. Anticipate the possible technical issues that may arise and prepare how to
address these.

"Our JOB is to teach the students WE HAVE.

NOT the ones we would like to have. NOT the ones we used to have.
Those we have right now. All of them." -Dr. Kevin Maxwell

Good luck!
DRJ
3
Professionalism:
❑ Professional Appearance: Dress appropriately and maintain a professional demeanor.
❑ Respect: Treat all students with respect and create an inclusive environment.
❑ Adaptability: Handle unexpected situations or challenges with composure.
Engagement with Students:
*Remember that for a successful teaching and learning process the students must first have a positive
attitude towards you (the teacher), the subject, and the school.
❑ Rapport Building: Build a positive rapport with students through approachability and warmth.
❑ Interaction: Foster student-student and student-teacher interactions throughout the lesson.
❑ Encouragement: Offer praise and encouragement to students' contributions.
Cultural Competence:
❑ Cultural Sensitivity: Demonstrate an awareness of and sensitivity to diverse cultural backgrounds.
❑ Inclusive Practices: Incorporate diverse perspectives and examples to make content relatable to all
students.
Remember that a successful teaching demonstration goes beyond just ticking off items on a checklist. It involves
a holistic approach that combines effective pedagogy, strong content knowledge, and genuine engagement with
students. Good luck!

"Our JOB is to teach the students WE HAVE.

NOT the ones we would like to have. NOT the ones we used to have.
Those we have right now. All of them." -Dr. Kevin Maxwell

Good luck!
DRJ
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