Observation and presentation of phenomena
proc-esses or their reciprocal relationships. The proper method of presentation determines how successfully the didactic aims are implemented and influences the efficiency of teaching.
Preparation for presentation includes a thorough analysis of its aim, method and the recipients involved. The most important element of each presentation is to deter-mine its objective. Thus presentation is a task-oriented activity and not spontaneous and unprepared (Łasiński, 2000). Good reception is dependent upon the audience.
Consequently, it is the student who decides in what way geographical input is taken in, understood and memorized.
Many authors (Jay and Jay, 2000; Łasiński, 2000; Pijarowska and Seweryńska, 2002) agree that the following factors influence good reception of presentation:
• Clear structure of presentation
• Contents as well as expression of the topic
• Body language, i.e. author’s image, body posture and eye contact
• Method of presenting contents using visuals or creating a whole set, if necessary.
Every presentation, regardless of its subject matter, consists of the following elements which must be clearly visible to recipients: introduction (topic presenta-tion, engaging listeners’ interest and preparing them for reception), development (subject discussion, presentation of main points, conclusions and acknowledgment of attention). It is the presenter who decides when to move on to the next part of the presentation and how to end it. One of the basics of presentation is confidence resulting from profound knowledge of the subject and realistic self-esteem (Pija-rowska and Seweryńska, 2002). As for timing of individual parts of presentations, the introduction takes on average 15% of time allotted, development about 75% and ending about 10%. The basic elements of presentation to which particular attention should be given are listed below (Pijarowska and Seweryńska, 2002).
Introduction
• first impression determines the success of the whole undertaking
• non-verbal communication occurs throughout the entire presentation
• eye contact with listeners as well as awareness of facial expression and gestures
• introduction should be a conscious presentation
• a plan – script – is essential.
Development
• excellent knowledge of the subject as well as logical sequence and clarity of the message
• visuals that make the subject easier to comprehend and also add interest
• managing symptoms of nervousness
• maintaining contact with listeners
• keeping track of time
• approaching the finishing stages of development should create an impression of completeness and clarity of the message.
Ending
This part aims at formulating the main theme running through entire presentation and summarising its contents in demonstrated theses as well as finishing it off with adequate delivery.
Efficacy and attractiveness of the message
Effective presentation aims at conscious implementation of an anticipated goal. Its effectiveness is influenced by elements such as accumulated knowledge, contents, skills, strategy and methods of presentation (Pijarowska and Seweryńska, 2002).
Knowledge
While selecting the subject it is essential to analyse the aim of presentation. In order to accumulate and then make use of knowledge a lot of features, facts or phenomena must be remembered and logically associated. The familiarity with memorizing proc-esses on the side of both teacher and student may facilitate learning. It is important to realize that memorizing is made much easier by: comprehension of all elements of input, frequent revising of contents and the ability to apply the contents to problem solving and putting them to practical use (this results from basic principles of the teaching process – principle of linking theory with practice and principle of durability of results, Okoń, 1987).
Contents of presentation
The very method of formulating the subject suggests the form of its presentation.
Therefore, a topic selection determines the concept of its presentation. While selecting the subject matter to be presented it is crucial to understand well the selected topic (the main thought), to balance all the elements and to construct a feasible plan of presentation.
Skills
They are understood as aptitude and readiness to perform in public. Not everyone has the benefit of this skill. However, it may be developed in the course of preparing and giving a lot of presentations if some prerequisites are present.
Strategy
It is a plan which takes into account contents, structure, form and listeners. A logical, well ordered plan facilitates presentation.
Presentation methods
The message is easier to understand, memorize and watch if didactic tools, or media, are used: pictures, slides, transparencies, posters, models, films, computer and multi-media programs as well as Internet resources (Strykowski et. al. 2003). They should all relevantly illustrate the presentation, without distracting viewers. Their impor-tance is particularly pronounced in teaching geography, which was pointed out by the great Czech pedagogue active in Poland Jan Amos Komeński, (1592−1670) who
formulated one of key principles in teaching geography – the principle of visualiza-tion (Okoń, 1987). As much as 83% of all informavisualiza-tion is assimilated through the sense of sight (Łasiński, 2000). Therefore visualization should underlie all presenta-tion. According to Jay (2000) an image acts better that words since it is faster, saves time, is more efficient and easier to memorize at the same time enabling indirect observation of the questions discussed.
Verbal and non-verbal communication
Nowadays a lot of attention is given to communication. Communications, or people talking to each other, is made up of verbal and non-verbal messages. A school is a place particularly suited for this purpose. Both teachers and students send various messages. Strykowski et. al. (2003) suggest extending teacher’s competencies by communication, media and technology competencies. Ignorance and the inability to interpret messages may create a number of difficult didactic situations.
The first of these messages discussed, verbal, is of a linguistic variety. The language register may be literary, colloquial or scientific. Besides language other crucial elements include associations, choice of words and correct syntax (Łasiński, 2000). Depending on educational level and the syllabus the teacher conveys informa-tion of geographical environment adjusting it to the percepinforma-tion potential of students.
Łasiński (2000) believes that the method of lecturing influences the process of communication up to 30%, its elements being intonation, force and speed of speech as well as pauses between sentences, the pitch of voice, articulation and any dialects, if applicable. Many different methods may be used in order to emphasize the char-acter of presentation: strengthening or weakening the volume of voice, suspending, accelerating or slowing down the speed of reading, modulating intonation or length-ening words. The speech must be loud and clear, intonation should be melodious, the tempo and volume of voice diversified; mumbling, shortening syllables or speaking through the nose are not recommended; also vocabulary should be varied. Presenta-tion becomes then more expressive both to listeners and the speaker.
Pauses play an interesting and important role in presentations (Detz, 2004; Heigl, 2004). Moments of silence are recommended in the course of the lecture to make it possible for listeners to absorb contents and, at the same time, to observe the visuals shown. It is the pauses that make the presentation suggestive and vivid. On the other hand, a non-verbal message is an integral process which, according to Pease (2004) and Łasiński (2000), involves body language, which consists of:
• facial expression
• gestures
• body posture
• eye contact
• non-verbal aspect of speech; tone of voice, rhythm, stress, speed of speech
• involuntary physiological reactions
• physical appearance
• personal distance and
• space (physical surroundings)
Studies have shown that the aforementioned type of communication clearly prevails in interpersonal communication. Pease (2004) maintains that verbal component of speech makes up to 35% of communication whereas the rest occurs at a non-verbal level; Łasiński (2000) suggests it is about 50%. From a teacher’s perspective the ability to read and interpret non-verbal messages coming from students, sometimes termed intuition or perception, seems to be exceptionally important (Wołowik, 1998).
Ignoring signals coming from students during a lesson may result in a situation in which the planned method of presentation does not adapt and thus the educational effect is impaired.
In the course of presentation another factor, mentioned earlier, appears i.e. distance, defined as personal distance from other people, something that Pease (2002) calls
‘territory’ and the ‘speaker’s safety zone’, whereas Hall (after Pease, 2004) names it ‘speaker’s own space’. In the course of studies on non-verbal expression (called proxemics after Hall) considerable significance was given to distances people who engage in interaction tend to keep between them as well as their reciprocal arrange-ment. Pease (2004) lists four types of spacing zones: private (15−46 cm), personal (46−120 cm), social (120−360 cm) and public (more than 360 cm). Inevitably, each individual zone may determine the method of presentation as well as its adequate reception as they define the distance to listeners- students.
Perception of presentation – natural barriers
In the course of every presentation there appear to be many disturbances that may make it difficult or even impossible to communicate. Such situations are especially troubling for beginners, young inexperienced teachers. Łasiński (2000) points out to the following barriers of efficient communication that may have an impact on perception of presentation (Table 1)
Table 1. Barriers to effective communication (Łasiński (2000), modified)
Semantic Psychological Physical and external
• Lack of professional preparation
• Distorted information
• Multitude of information
• Incomprehensible subject matter
• Incomprehensible termi-nology or language
• Speaker’s speech defect
• Negative attitude
• Shyness
• Lack of interest in the subject
• Excessive emotional involvement
• Disregard for listeners
• Dogmatic thinking
• Lack of concentration
• Monotonous speech
• Inability to focus on listening
• Tiredness
• Noise
• Whispering
• Temperature
• Venue
• Time of day
• Power cut or computer break-down
• Too many listeners
• Inadequate room ar-rangement
• Time pressure
Dress rehearsal
How should a presentation be prepared so that set goals are achieved? The only solution seems to undertake perfect preparation both of its subject matter and of its methodological aspects as well as having a ‘dress rehearsal’ to test full readiness for delivery. Such a rehearsal allows for final corrections and helps boost confidence in its success. It is also an opportunity to assess the teacher’s skills and the extent of preparation.
The following factors are helpful in rehearsing a presentation (Pijarowska and Seweryńska, 2002):
• reading the entire presentation aloud
• practicing in front of the mirror using notes; and
• speaking in a normal and/or louder voice (voice experiments)
An element which is extremely important in achieving success both in rehearsal and in real-life presentation is success visualization, or projecting an image of a successful presentation. A good presentation is easy to understand, visual, inter-esting, vivid and prepared with competence (Łasiński, 2000), and, if prepared well, it may considerably enrich educational system and geography teaching.
In schools in the st century, in the time of unprecedented development of informa-tion technologies, GIS and the Internet, enormous importance is given to presenta-tion skills of geography teachers regardless of the elected methods and techniques of geography instruction.
References:
1. DETZ J. 2004. Sztuka przemawiania. Gdańskie Wydawnictwo Psychologiczne, Gdańsk.
2. HEIG P. 2004. 30 minut, aby zostać dobrym mówcą. Wydawnictwo „KOS”, Katowice.
3. JAY A., JA, R. 2000. Skuteczna prezentacja. Wydawnictwo Zysk i S-ka, Poznań.
4. ŁASIŃSKI G. 2000. Sztuka prezentacji. Oficyna Wydawnicza Wydawnictwa eMPI2, Poznań.
5. OKOŃ W. 1987. Wprowadzenie do dydaktyki ogólnej. PWN, Warszawa.
6. PEASE A. 2004. Mowa ciała. Jak odczytywać myśli innych ludzi z ich gestów.
Wydawnictwo „Jedność”. Kielce.
7. PIJAROWSKA R., SEWERYŃSKA, A.M. 2002, Sztuka prezentacji. WSiP, Warszawa.
8. PIOTROWSKA I. 2003. Ewaluacja metod nauczania w edukacji geograficznej. W:
Edukacja geograficzno-przyrodnicza w dobie globalizacji i integracji europejskiej.
PTG, Uniw. Opolski, Opole.
9. STRYKOWSKI W., STRYKOWSKA, J., PIELACHOWSKI, J. 2003. Kompetencje nauc-zyciela szkoły współczesnej. Oficyna Wydawnicza Wydawnictwa eMPI2, Poznań.
10. WOŁOWIK W. 1998. Język ciała uczniów i nauczycieli. Atlas II. Wydawnictwo Profes-jonalnej Szkoły Biznesu, Kraków.