Demonstration in D&T

Matt McLain

Demonstration is arguably one of the most important approaches in the design and technology (D&T) pedagogical toolkit (McLain, 2021b, 2018; Petrina, 2007), and can therefore be considered a surface structure in the subject’s signature pedagogy (see  3.1 Signature Pedagogies in D&T). A demonstration “focuses on knowledge transfer of technical processes and the practical application of knowledge - demonstrated by the teacher and replicated by the learner” (McLain, 2018, p. 986) involving an expert teacher modelling a skill or procedure to novice learners “how to do something and making explicit the thinking involved” (DfES, 2004a, p. 3). The demonstration is typically accompanied by the teacher explaining technical knowledge, the key steps and emphasising the correct sequence (DfES, 2004b).

Research exploring D&T educators views on demonstration express a belief that subject knowledge and classroom management are essential features of effective practice, consolidation of learning, and facilitation of independence as lower priorities. As such, demonstration can be considered as relatively restrictive (heavily scaffolded) and teacher-led and can be approached from either a constructivist (where the learner is involved in co-construction of knowledge) or a behaviourist (where the learner mirrors or replicates what the teacher models) perspective.

Demonstrations can be described as following one of three types:

  • frontloaded, where a whole process is presented followed by the learners replicating it in guided practice,
  • just-in-time, where the demonstration is staged with learners replicating in lockstep; and
  • after-failure, where the teacher demonstrates (or re-demonstrates), having identified learners’ misunderstandings or poor practice during guided practice.

Just-in-time demonstrations take a more behaviourist approach, with the teacher controlling how the learners engage with a process. They help to reduce cognitive load, by breaking down a demonstration on to discrete step, but reduce learners’ autonomy and disrupt their engagement with practical tasks. Whereas frontloaded demonstrations allow learners to see a complete process or procedure, but relies on them remembering the correct techniques and sequence. In contrast, the after-failure demonstration is where learners work things out for themselves and the teacher identifies and corrects any misconceptions, misunderstanding or malpractice, and involves more of a constructivist approach. The after-failure approach is also useful in conjunction with the other two approaches to recap, refocus or remediate.

Figure 1Mapping of critiquing to product analysis and design fiction (McLain, 2022c)

Demonstration is a relatively restrictive teaching method on the expansive-restrictive continuum of pedagogical approaches (Figure 1), and is best suited to the teaching practical skills and procedural knowledge. It is a form of teacher modelling ideally suited to the mainly making and designing and making pedagogical approaches (see Signature Pedagogies in D&T). However, due to the essentially restrictive nature of the method, it is not well suited to situations where learners are being encouraged to be creative or generate different outcomes to their peers, where a more expansive approach (such as modelling various approaches to solving a problem or ideating). As with every pedagogical decision, the D&T teacher should be aware of both the benefits and limitations of every approach or technique, and take into consideration the intended learning outcomes.

References and Further Reading

DfES (2004a). Pedagogy and practice: Teaching and learning in secondary schools - Unit 6: Modelling. Norwich, UK: HMSO.

DfES (2004b). Pedagogy and practice: Teaching and learning in secondary schools - Unit 8: Explaining. Norwich, UK: HMSO.

McLain, M. (2022). Secondary teacher and teacher educator perspectives on ‘demonstration’ as a signature pedagogy for Design and Technology: Implications for initial teacher education [Doctoral thesis, Liverpool John Moores University]. Liverpool, UK. https://doi.org/10.24377/LJMU.t.00018251

McLain, M. (2021a). Key pedagogies in design and technology. In A. Hardy (Ed.), Learning to teach design and technology in the secondary school: a companion to school experience (4th Edition). Abingdon, UK: Routledge.

McLain, M. (2021b). Developing perspectives on ‘the demonstration’ as a signature pedagogy in design and technology. International Journal of Technology and Design Education, 31(1), pp.3-26. https://doi.org/10.1007/s10798-019-09545-1

McLain, M. (2018). Emerging perspectives on the demonstration as a signature pedagogy in design and technology. International Journal of Technology and Design Education, 28(4), pp.985-1000. https://doi.org/10.1007/s10798-017-9425-0

Petrina, S. (2007). Advanced Teaching Methods for the Technology Classroom. London: Information Science Publishing.

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