Demonstrations - Overview

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To demonstrate something in the Study Technology means: to show something by using physical objects that represent the thing,  or drawing the thing. When you make a Demonstration you show some principle, idea or datum by using small objects that represent it. This is usually done on a table. The student uses various small objects to represent elements of the idea or datum. Also, he can make small objects in clay that are representative as in Clay Demonstrations.

The two most common methods used for making Demonstrations are:

(1) Demo Kit Demonstration
(2) Clay Demonstration


A Demo Kit consists of 
a collection of small items. 
They are used to 'show and 
   tell' different ideas, principles   
and definitions from the text


Demo Kit Demonstration ("Demo")
Here the student uses various small objects such as rubber bands, paper clips, old batteries, clothes pins, bottle caps, coins, etc. These objects are kept in a container called a "Demo Kit". The pieces are used to represent the things in the text being studied. By show-and-tell the student makes a Demo Kit Demonstration. Doing such a Demo helps make the ideas and data more real. A Demo Kit adds mass, reality, and a bit of doingness to the significance; this helps the student relate to the data.

The student can make Demos on his own to help him get something. Sometimes his checksheet requires him to do a Demo. When a student is required to do a Demonstration he simply takes a number of Demo Kit items and has them represent elements of the ideas he studies.

Example: The student is reading about how he has to go back and find misunderstood words in the materials if he suddenly feels he doesn't understand what he is reading. He is reading about how another student can help him with that.
Our student uses two batteries to represent the student and his twin in his Demo. They are put on the table across from each other. Then he puts down a number of small coins and some bottle caps and explains that those are the paragraphs on the page the student is reading. He uses a paper clip to illustrate the attention of the student and make it point at a bottle cap, that has 'Coca Cola' printed on it. The coach in the Demo (one of the batteries) points to the word 'Coca Cola' and then to a small piece of cardboard, that illustrates a dictionary. The student in the Demo (the other battery) now looks up 'Coca Cola' in the token dictionary. With the paper clip it is then demonstrated how he re-reads the materials starting with the paragraph (bottle cap) that contained the word 'Coca Cola'. He moves the paper clip (illustrating the student's attention) forward from that point, covering all the following coins and bottle caps (paragraphs).

Demos like that can be done by a student by himself. He would do this as a help to figure out what exactly the textbook is talking about. It can also be done to another student (or the supervisor), where the student would explain the parts and actions as he goes along with the Demo. But the point is: He has to show it, not just explain it with words.


 Each part of the Clay Demo 
   is made in a different color clay.   
The part is labeled when made. 
The overall label is face-down 
when the Demo is checked out. 
The Clay Demo has 
to show the thing.


Clay Demonstration ("Clay Demo")
A Clay Demonstration is used to represent data, ideas, procedures, etc. The purpose is the same as for doing a Demo Kit Demo, but it is a little more formal and elaborate than that. The student has to plan it out and show it better. Thus Clay Demonstrations demand a higher participation and creativity on the part of the student.

The student can do it to clarify something described in the materials for himself and when the checksheet calls for a Clay Demonstration. The checksheet will call for Clay Demonstrations for the most important data, principles, and ideas in the course materials.

Clay Demos help give a better balance of mass and significance. They give the student an opportunity to confront, "touch", create, and outflow using the data taught.

The student is given a definition, action, or situation to demonstrate. He then does this in clay. He labels each part as he goes along. The clay has to show the thing. It is not just a blob of clay with a long text on a label on it. The student uses small strips of paper for labels. He writes the name of the part on the label and attaches it to the Clay Demo. The whole demonstration then has an overall label of what it is.

On the check-out the student leaves the overall label on the table, text down so it can't be read. The student must be silent. He is not allowed to explain or say anything. Unless the person checking it out can see what it is it is not given a pass. The person checking it out is not allowed to ask any questions. He just looks at the Clay Demonstration; he has to be able to figure out what it is by looking at it. He then tells the student before turning the overall label to see if it was correct. If he could not see what it was it is a flunk.

Clay Demonstrations must not be reduced to a verbal examination of the student nor to significance by long-winded labels of individual parts. The clay shows it, not the labels.

The clay has to demonstrate it. The student must learn the difference between mass and significance.

Example: Let's say the student has to demonstrate a hammer in clay (see picture above). He makes the hammer head in a dark gray color of clay. He puts a label "Iron" on it. Then he makes the hammer shaft, using brown or yellow clay. He makes a hole in the hammer head (using a pencil or a special tool) and sticks the one end of the shaft through that. He labels the shaft "wood". Then he writes the overall label "Hammer" and turns it upside down next to the Clay Demonstration. Now the person checking it out is called over. The person checking it out asks no questions and flunks any attempts on the part of the student to start a conversation while he is checking it out. It is done in silence. He looks at it and figures out it is a hammer. He says, "That is a hammer" and turns the overall label. The student is given a pass as the Clay Demonstration showed it clearly enough.

If Clay Demonstrations are not brightening up the student they have been done incorrectly. The student may be in such a rush to put aside real learning for the sake of speed. Clay Demonstrations done right , and actually showing what was to be demonstrated, are very effective in helping the student understand the data which will result in the data being retained.


Demo Kits are used in 
   check-outs as well as 
by students studying by 
themselves - when they 
   need to work something   
out to understand.


Use of Demo Kit
Demo Kit Demos are used when the student needs to visualize and add mass to what he is studying. It is used when the checksheet calls for a "Demo" to be made and it is used in check-outs. A check-out means another student, or the supervisor, examines the student in some section of the materials. Here the purpose of a Demo is to detect any glibness on the part of the student. If the person can't demonstrate a datum by the use of a few rubber bands, batteries, or paper clips it is obvious the person is glib: he is able to quote the words but not able to apply the data. If he can't demo what he is asked, he is flunked.

Apparently he is not applying the Study Technology correctly. Flunk him and get him oriented toward application, locate and handle any misunderstood words in the materials and get him to re-study it before a new check-out.

Demos in check-outs are used when the twin or supervisor asks him to. The twin can ask the student to demonstrate anything from the materials. Checksheet Demos are done when listed on the checksheet.

If a student while studying does not quite grasp something, and has looked up the words, he should use a Demo Kit to work it out. This is not demanded. It is the student's choice. Often, in such a case, it is advised for the student to go over to the clay table and work it out in clay per Clay Demonstration (given in full later).


Other Types of Demos


A Drawing is a valid form 
of Demo. It can be a formal 
drawing as in engineering or an 
informal kindergarten-type 
   drawing. It is simply for the student's   
own benefit to work out a problem.


Graphics Demo
In many practical situations one does not have access to do a Clay Demo. A substitute in every-day life (and also valid in study) is to use pen and paper and draw it. Under 'Demonstrations' drawing something out in two dimensions is absolutely valid.

A rule of thumb that works in practice is, if you cannot demonstrate something in two dimensions you have it wrong. This is used in engineering and architecture. If it can't be worked out simply and clearly in 2 dimensions there is something wrong and it can't be built. In those professions one wouldn't consider writing the step-by-step instructions without first having it worked out fully in diagram form on paper. When a graphic representation gets too complicated or can't be made at all there is something wrong. 


  A navigator uses graphics  
on a chart to work 
   out which course to take. 


Another example would be a navigator using his charts. He plots where the ship is and where it is going and can read all he needs to know directly off the chart. Are there any barriers he has to avoid? What should his compass course be? What is the distance? and so on.


To show the actual tools 
of a trade should be done 
   when possible. It is by far   
the best type of Demo.


The Actual Thing
There is another form of demonstration, by far the best when available: to show the actual thing to the person. You can show a carpenter the tools of the trade and new power tools on the market. Also showing videos and photographs come under this point.

The Human Mind
We are in Standard Clearing Technology mainly interested in the human mind; you can't show a person a mind in the same way. The human mind can however be well demonstrated in clay. But demonstrating things in clay while doing a check-out is too slow so one uses a Demo Kit in check-outs.

There are four primary methods of demonstration used in study:

1. Demonstration by showing the actual object, including using photos and videos 

2. Clay demonstration: Used to demonstrate existing data, etc. This action adds mass to the significance and is of value where the actual thing is not present or cannot be shown visibly. 

3. Using a Demo Kit:  This is the method used in check-outs to detect glibness. 

4. Graphics demonstration: Used in engineering, organizing charts and in numerous other places to show lines, flows, how things work or go together, etc. 

It can also be a simple kindergarten type drawing used to work things out much as you do with a Demo Kit. The student draws a situation that illustrates the point he is learning. He writes on the drawing what the different parts are, using arrows.

All of these four methods are for use and are part of the Study Technology.



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