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EndingThis part aims at formulating the main theme running through entire presentationand summarising its contents in demonstrated theses as well as finishing it off withadequate delivery.Efficacy and attractiveness of the messageEffective presentation aims at conscious implementation of an anticipated goal. Itseffectiveness is influenced by elements such as accumulated knowledge, contents,skills, strategy and methods of presentation (Pijarowska and Seweryńska, 2002).KnowledgeWhile selecting the subject it is essential to analyse the aim of presentation. In orderto accumulate and then make use of knowledge a lot of features, facts or phenomenamust be remembered and logically associated. The familiarity with memorizing processeson the side of both teacher and student may facilitate learning. It is importantto realize that memorizing is made much easier by: comprehension of all elements ofinput, frequent revising of contents and the ability to apply the contents to problemsolving and putting them to practical use (this results from basic principles of theteaching process – principle of linking theory with practice and principle of durabilityof results, Okoń, 1987).Contents of presentationThe very method of formulating the subject suggests the form of its presentation.Therefore, a topic selection determines the concept of its presentation. While selectingthe 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 ofpresentation.SkillsThey are understood as aptitude and readiness to perform in public. Not everyonehas the benefit of this skill. However, it may be developed in the course of preparingand giving a lot of presentations if some prerequisites are present.StrategyIt is a plan which takes into account contents, structure, form and listeners. A logical,well ordered plan facilitates presentation.Presentation methodsThe message is easier to understand, memorize and watch if didactic tools, or media,are used: pictures, slides, transparencies, posters, models, films, computer and multimediaprograms as well as Internet resources (Strykowski et. al. 2003). They shouldall relevantly illustrate the presentation, without distracting viewers. Their importanceis particularly pronounced in teaching geography, which was pointed out bythe great Czech pedagogue active in Poland Jan Amos Komeński, (1592−1670) who54
formulated one of key principles in teaching geography – the principle of visualization(Okoń, 1987). As much as 83% of all information is assimilated through thesense of sight (Łasiński, 2000). Therefore visualization should underlie all presentation.According to Jay (2000) an image acts better that words since it is faster, savestime, is more efficient and easier to memorize at the same time enabling indirectobservation of the questions discussed.Verbal and non-verbal communicationNowadays a lot of attention is given to communication. Communications, or peopletalking to each other, is made up of verbal and non-verbal messages. A school is aplace particularly suited for this purpose. Both teachers and students send variousmessages. Strykowski et. al. (2003) suggest extending teacher’s competencies bycommunication, media and technology competencies. Ignorance and the inability tointerpret messages may create a number of difficult didactic situations.The first of these messages discussed, verbal, is of a linguistic variety. Thelanguage register may be literary, colloquial or scientific. Besides language othercrucial elements include associations, choice of words and correct syntax (Łasiński,2000). Depending on educational level and the syllabus the teacher conveys informationof geographical environment adjusting it to the perception potential of students.Łasiński (2000) believes that the method of lecturing influences the process ofcommunication up to 30%, its elements being intonation, force and speed of speechas 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 characterof presentation: strengthening or weakening the volume of voice, suspending,accelerating or slowing down the speed of reading, modulating intonation or lengtheningwords. The speech must be loud and clear, intonation should be melodious, thetempo and volume of voice diversified; mumbling, shortening syllables or speakingthrough the nose are not recommended; also vocabulary should be varied. Presentationbecomes 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 itpossible for listeners to absorb contents and, at the same time, to observe the visualsshown. It is the pauses that make the presentation suggestive and vivid. On the otherhand, 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)55
Page 3 and 4: Changing Horizons inGeography Educa
Page 5 and 6: ContributorsAnouk AdangFaculty of G
Page 7 and 8: Margaret C. KeaneSt Mary’s Univer
Page 9 and 10: Artur ReligaDepartment of Geography
Page 11 and 12: Contents1. Exciting Geography......
Page 13: Barbara Katharina Mayerhofer, Teach
Page 17 and 18: How to design and implement excitin
Page 19 and 20: only increase their motivation to l
Page 21 and 22: Ministry of Education. Having in mi
Page 23 and 24: eEurope and the Bologna agendaIn hi
Page 25 and 26: The main learning approachesencoura
Page 27 and 28: as a vibrant exciting subject at un
Page 29 and 30: include ICT as part of the educatio
Page 31 and 32: 19. RICHARDSON J. A. 2001. Collabor
Page 33 and 34: class using identical instructions
Page 35 and 36: ability to hold and move a load is
Page 37 and 38: the range of practical activities.
Page 39 and 40: Multimedia learning of geographical
Page 41 and 42: • an organizer and manager of a l
Page 43 and 44: Geographical fieldwork in forestsJa
Page 45 and 46: One of these field study laboratori
Page 47 and 48: learning“, to develop and then in
Page 49 and 50: egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
Page 53: esses or their reciprocal relations
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
Page 63 and 64: ments in academic geography, could
Page 65 and 66: Training geography teachers in Pola
Page 67 and 68: a series of intellectual as well as
Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 98 and 99: Key elements of an introductory stu
Page 100 and 101: Some textbooks also provide self-le
Page 102 and 103: Geography programs and BolognaThere
Page 104 and 105:
equirements. In the faculties of Ar
Page 106 and 107:
Even though this only is a short an
Page 108 and 109:
Background of international student
Page 110 and 111:
students in their language skills.
Page 112 and 113:
International collaboration in dist
Page 114 and 115:
Designing and teaching the distance
Page 116 and 117:
audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
Page 128 and 129:
to gather process and store spatial
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1. Fundamental to understanding GIS
Page 132 and 133:
The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
Page 146 and 147:
Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
Page 234 and 235:
The syllabi reflect mainly that the
Page 236 and 237:
Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
Page 242 and 243:
Higher education (University) as a
Page 244 and 245:
This table shows the importance of
Page 246 and 247:
the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
Page 258 and 259:
Intercultural education in Italian
Page 260 and 261:
of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
Page 296 and 297:
the whole world will, according to
Page 298 and 299:
References1. CALVET L. J. 2002. Le
Page 300 and 301:
Sustainable development: let geogra
Page 302 and 303:
predecessor “green,” or the pre
Page 304 and 305:
8. GUNN A. S., “Professional Ethi
Page 306 and 307:
Much research in Environmental Educ
Page 308 and 309:
Sustainability, Development and Sec
Page 310 and 311:
includes geography. The context is,
Page 312 and 313:
• protected areas8. Landscape sec
Page 314 and 315:
Developing geographical professiona
Page 316 and 317:
tion contributes to the growth of e
Page 318 and 319:
cooperative learning using as theor
Page 320 and 321:
Studyng climate and water resources
Page 322 and 323:
By signing and ratifying the Kyoto
Page 324 and 325:
and political implications of plann
Page 326 and 327:
8. UNITED NATIONS 1997. Kyoto Proto
Page 328:
Conference Changing Horizons in Geo
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