000 03655cam a2200529 i 4500
001 9780429353178
003 FlBoTFG
005 20220724194431.0
006 m o d
007 cr |||||||||||
008 200408t20212021enk ob 001 0 eng
040 _aOCoLC-P
_beng
_erda
_cOCoLC-P
020 _a9780429353178
_qelectronic book
020 _a0429353170
_qelectronic book
020 _a9781000098389
_q(electronic bk. : PDF)
020 _a1000098389
_q(electronic bk. : PDF)
020 _a9781000098464
_q(electronic bk. : EPUB)
020 _a100009846X
_q(electronic bk. : EPUB)
020 _a9781000098426
_q(electronic bk. : Mobipocket)
020 _a1000098427
_q(electronic bk. : Mobipocket)
020 _z9780367373351
_qhardcover
020 _z9780367373368
_qpaperback
035 _a(OCoLC)1150807731
035 _a(OCoLC-P)1150807731
050 4 _aLB1033.5
_b.L557 2021eb
072 7 _aLAN
_x009000
_2bisacsh
072 7 _aCF
_2bicssc
082 0 0 _a371.102/2
_223
100 1 _aLim, Fei Victor,
_eauthor.
245 1 0 _aDesigning learning with embodied teaching :
_bperspectives from multimodality /
_cFei Victor Lim.
264 1 _aAbingdom, Oxon ;
_aNew York, NY :
_bRoutledge,
_c2021.
264 4 _c©2021
300 _a1 online resource (xi, 148 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bn
_2rdamedia
338 _aonline resource
_bnc
_2rdacarrier
490 1 _aRoutledge studies in multimodality
520 _a"Teaching and learning involve more than just language. The teacher's use of gestures, the classroom spaces she occupies and the movements she makes, as well as the tools she uses, work together with language, as a multimodal ensemble of meanings. Embodied teaching is about applying the understandings from multimodal communication to the classroom. It is about helping teachers recognise that the moves that they make and the tools that they use in the classroom are part of their pedagogy and contribute to the design of the students' learning experience. In response to the changing profile and needs of learners in this digital age, pedagogic shifts are required. A shift is the evolving role of teachers from authority of knowledge to designers of learning. This book discusses, with examples, drawn from case-studies, on how teachers can use corporeal resources and (digital) tools to design learning experiences for their students. It advances the argument that the study of the teacher's use of language, gestures, positioning and movement in the classroom from a multimodal perspective can be productive. This book is intended for educational researchers, teacher practitioners as well as curriculum specialists and policy makers. The central proposition is that as teachers develop a semiotic awareness of how the choices made in their use of various meaning-making resources express their unique pedagogy, they can use these multimodal resources with aptness and fluency to design meaningful learning experiences. This book also presents a case for further research in educational semiotics to understand the embodied ways of meaning-making in the pedagogic context"--
_cProvided by publisher.
588 _aOCLC-licensed vendor bibliographic record.
650 0 _aCommunication in education.
650 0 _aInteraction analysis in education.
650 7 _aLANGUAGE ARTS & DISCIPLINES / Linguistics
_2bisacsh
653 _aEmbodied teaching
856 4 0 _3Read Online
_uhttps://www.taylorfrancis.com/books/9780429353178
856 4 2 _3OCLC metadata license agreement
_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
942 _2lcc
_cEBK
999 _c17544
_d17544