Designing Learning with Embodied Teaching: Perspectives from Multimodality

Embodied teachingIntroductionEducational semioticsTeachers and teachingPedagogic discourseSocial semiotics lens on teaching and learningSystemic Functional Multimodal Discourse Analysis (SFMDA)From embodied teaching to designing learningReferencesMultimodal pedagogic discourseDiscourses in the classroomCurriculum genre theoryLesson microgenresAnalysis of two lessonsLesson initiationLesson progressLesson diversionLesson closureVisual analysis of lesson microgenresDesigning learning with lesson microgenresReferencesSpatial pedagogySemiotics of spaceA pedagogy of spaceSpaces in the classroomAuthoritative SpaceSupervisory SpaceInteractional SpacePersonal SpaceA study on the spatial pedagogy of two teachersCoding and visualisationAnalysis of the teachers’ positioningAnalysis of the teachers’ movementDiscussion on the teachers’ spatial pedagogyApplications of spatial pedagogySpace explorationReferencesPedagogic gesturesPerforming teachingGesture studiesGestures in the classroomA systemic functional approach to gestureA typology of gestureA diachronic view on gestureMetafunctions meaning in gestureThe forms of gestureThe functions of gestureIdeational meanings in performative gesturesIdeational meanings in Communicative Gestures (speech independent or speech correspondent)Ideational meanings in Communicative Gestures (speech dependent)Interpersonal meanings in gesturesTextual meanings in gesturesTowards a description of pedagogic gesturesReferencesSemiotic technologiesSemiotic technologies for learningPopular digital semiotic technologiesValue of PowerPointCost in PowerPointMaking meaning with PowerPointValue of WiReadCost in WiReadMaking meaning with WiReadPersonal computing devices in the classroomArtificial intelligence in the classroomEducational apps in the classroomTraditional semiotic technologiesRepresenting knowledge with the whiteboardEnacting pedagogic relations with the whiteboardOrganising learning with the whiteboardDesigning learning with semiotic technologiesReferencesMultimodal classroom orchestrationOrchestrating teaching and learningIntersemiosisIntersemiosis in the classroomContextualising relationsThe pedagogies of Lee and MeiLesson microgenres analysisSpatial analysisLinguistic analysisGesture analysisSemiotic technologiesSemiotic cohesionStructured informalityReferencesDesigning learningChanging learnersDefining learningTeachers as designers of learningDesigning learning with embodied teachingConclusionReferences
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