Next >

Designing Learning with Embodied Teaching: Perspectives from Multimodality

Embodied teaching Introduction Educational semiotics Teachers and teaching Pedagogic discourse Social semiotics lens on teaching and learning Systemic Functional Multimodal Discourse Analysis (SFMDA)From embodied teaching to designing learning References Multimodal pedagogic discourse Discourses in the classroom Curriculum genre theory Lesson microgenres Analysis of two lessons Lesson initiation Lesson progress Lesson diversion Lesson closure Visual analysis of lesson microgenres Designing learning with lesson microgenres References Spatial pedagogy Semiotics of space A pedagogy of space Spaces in the classroom Authoritative Space Supervisory Space Interactional Space Personal Space A study on the spatial pedagogy of two teachers Coding and visualisation Analysis of the teachers’ positioning Analysis of the teachers’ movement Discussion on the teachers’ spatial pedagogy Applications of spatial pedagogy Space exploration References Pedagogic gestures Performing teaching Gesture studies Gestures in the classroom A systemic functional approach to gesture A typology of gesture A diachronic view on gesture Metafunctions meaning in gesture The forms of gesture The functions of gesture Ideational meanings in performative gestures Ideational meanings in Communicative Gestures (speech independent or speech correspondent)Ideational meanings in Communicative Gestures (speech dependent)Interpersonal meanings in gestures Textual meanings in gestures Towards a description of pedagogic gestures References Semiotic technologies Semiotic technologies for learning Popular digital semiotic technologies Value of PowerPoint Cost in PowerPoint Making meaning with PowerPoint Value of WiRead Cost in WiRead Making meaning with WiRead Personal computing devices in the classroom Artificial intelligence in the classroom Educational apps in the classroom Traditional semiotic technologies Representing knowledge with the whiteboard Enacting pedagogic relations with the whiteboard Organising learning with the whiteboard Designing learning with semiotic technologies References Multimodal classroom orchestration Orchestrating teaching and learning Intersemiosis Intersemiosis in the classroom Contextualising relations The pedagogies of Lee and Mei Lesson microgenres analysis Spatial analysis Linguistic analysis Gesture analysis Semiotic technologies Semiotic cohesion Structured informality References Designing learning Changing learners Defining learning Teachers as designers of learning Designing learning with embodied teaching Conclusion References

Next >

Designing learning with embodied teaching
In this book. I have offered ways to describe and discuss the teacher’s use of embodied semiotic modes to make meaning and express her pedagogy through multimodal classroom orchestration. We have also explored how the use of semiotic technologies can influence the ways knowledge is represented, the...
(Designing Learning with Embodied Teaching: Perspectives from Multimodality)
From embodied teaching to designing learning
This book is about designing learning with embodied teaching, that is, how the teacher expresses a specific pedagogy through multimodal semiotic resources. The chapters in this book are organised according to the teacher’s use of embodied modes such as movement and positioning in classroom space, and...
(Designing Learning with Embodied Teaching: Perspectives from Multimodality)
Teaching and Learning Conceptually: A Deleuzian Perspective
Concept-based curricula development brings to the fore the teachers’ thought processes and the gestalt shifts that happen in their everyday practices as they work with different learners to achieve conceptual clarity. To do this well, I turn to Deleuze and Guattari (1987), contemporaries of post-structuralists...
(Curriculum for High Ability Learners: Issues, Trends and Practices)
Misconceptions Surrounding Designers Learning to Code
Screen-based digital products have very clearly defined limitations and established platforms. Designing for a two-dimensional screen with a cursor and keyboard is relatively simple. With little knowledge of the underlying technology you can sketch out solutions that very closely resemble the final product....
(Designing for Emerging Technologies)
Management and Learning Organizations: A Developmental Perspective
The history of management thought reveals that scientific interest in behavioural issues in management started with Frederick Taylor and his scientific management movement. The implicit concern for these issues is evident in Taylor’s (1911) four principles of scientific management, which were...
(Organizations and Management in Cross-Cultural Context)
An Experiential Learning Tool for Teaching About the Promotion of Child Resilience to Mental Health Concerns
Moods Managed Laura Lynne Armstrong The Canadian Code of Ethics for Psychologists has “Responsibility to Society” as a core principle for practice (Canadian Psychological Association (CPA), 2017). Specifically, in teaching research, or clinical work, psychologists have “responsibilities...
(Fostering Resilience Before, During, and After Experiences of Trauma: Insights to Inform Practice Across the Lifetime)
Multilingual mathematics learning from a dialogic-translanguaging perspective
Nuria Planas and Anna Chronaki Access to mathematics learning is always complex and continues to be a challenge for participants in school classrooms, since it is often interwoven with cultural histories and politics other than those who lived at home or in local communities. Such access is even...
(Classroom Research on Mathematics and Language: Seeing Learners and Teachers Differently)
Designing learning and development for an age diverse workforce
Decisions about investment in learning and development will depend on a large number of factors, not least what is required to enhance the capability of staff, ensure their motivation and retention in their job role, and hopefully improve not only their individual performance but also that of...
(Learning and Development for a Multigenerational Workforce: Growing Talent Amongst Age Diverse Employees)
Human learning for empowerment: Transforming perspectives
Interpretation depends on standpoint, and the meaning ‘of something’ has to be in terms of the relevance of the thing to the interpreter (or learner). So the person approaching a new area of experience does not somehow abandon their presuppositions and understand the area in its own terms and from...
(Learner Relationships in Global Higher Education: A Critical Pedagogy for a Multicultural World)
Assessment for, as and of Learning: Multiple Goals and Perspectives on Assessment
Various forms of assessment, described as assessment for, as and of learning in the contemporary assessment scholarship (Black & Wiliam 2010; Earl et al., 2015; Guskey, 2003) focus on the classroom and teachers’ and students’ growing need to glean ongoing insights into learning outcomes. Over...
(Superdiversity and Teacher Education:Supporting Teachers in Working with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities)