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Author: Akiko Hayashi Publisher: University of Chicago Press ISBN: 022626324X Category : Education Languages : en Pages : 196
Book Description
When we look beyond lesson planning and curricula—those explicit facets that comprise so much of our discussion about education—we remember that teaching is an inherently social activity, shaped by a rich array of implicit habits, comportments, and ways of communicating. This is as true in the United States as it is in Japan, where Akiko Hayashi and Joseph Tobin have long studied early education from a cross-cultural perspective. Taking readers inside the classrooms of Japanese preschools, Teaching Embodied explores the everyday, implicit behaviors that form a crucially important—but grossly understudied—aspect of educational practice. Akiko Hayashi and Joseph Tobin embed themselves in the classrooms of three different teachers at three different schools to examine how teachers act, think, and talk. Drawing on extended interviews, their own real-time observations, and hours of video footage, they focus on how teachers embody their lessons: how they use their hands to gesture, comfort, or discipline; how they direct their posture, gaze, or physical location to indicate degrees of attention; and how they use the tone of their voice to communicate empathy, frustration, disapproval, or enthusiasm. Comparing teachers across schools and over time, they offer an illuminating analysis of the gestures that comprise a total body language, something that, while hardly ever explicitly discussed, the teachers all share to a remarkable degree. Showcasing the tremendous importance of—and dearth of attention to—this body language, they offer a powerful new inroad into educational study and practice, a deeper understanding of how teaching actually works, no matter what culture or country it is being practiced in.
Author: Akiko Hayashi Publisher: University of Chicago Press ISBN: 022626324X Category : Education Languages : en Pages : 196
Book Description
When we look beyond lesson planning and curricula—those explicit facets that comprise so much of our discussion about education—we remember that teaching is an inherently social activity, shaped by a rich array of implicit habits, comportments, and ways of communicating. This is as true in the United States as it is in Japan, where Akiko Hayashi and Joseph Tobin have long studied early education from a cross-cultural perspective. Taking readers inside the classrooms of Japanese preschools, Teaching Embodied explores the everyday, implicit behaviors that form a crucially important—but grossly understudied—aspect of educational practice. Akiko Hayashi and Joseph Tobin embed themselves in the classrooms of three different teachers at three different schools to examine how teachers act, think, and talk. Drawing on extended interviews, their own real-time observations, and hours of video footage, they focus on how teachers embody their lessons: how they use their hands to gesture, comfort, or discipline; how they direct their posture, gaze, or physical location to indicate degrees of attention; and how they use the tone of their voice to communicate empathy, frustration, disapproval, or enthusiasm. Comparing teachers across schools and over time, they offer an illuminating analysis of the gestures that comprise a total body language, something that, while hardly ever explicitly discussed, the teachers all share to a remarkable degree. Showcasing the tremendous importance of—and dearth of attention to—this body language, they offer a powerful new inroad into educational study and practice, a deeper understanding of how teaching actually works, no matter what culture or country it is being practiced in.
Author: Fei Victor Lim Publisher: Routledge ISBN: 100009846X Category : Art Languages : en Pages : 219
Book Description
Teaching and learning involve more than just language. The teachers' use of gestures, the classroom spaces they occupy and the movements they make, as well as the tools they use, 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 they make and the tools 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 how, using examples drawn from case studies, teachers can use corporeal resources and (digital) tools to design learning experiences for their students. It advances the argument that the study of the teachers' use of language, gestures, positioning, and movement in the classroom, from a multimodal perspective, can be productive. This book is intended for educational researchers and teacher practitioners, as well as curriculum specialists and policy makers. The central proposition is that as teachers develop a semiotic awareness of how their use of various meaning-making resources express their unique pedagogy they can use these multimodal resources aptly and fluently 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.
Author: Mitchell J. Nathan Publisher: Routledge ISBN: 1000430103 Category : Education Languages : en Pages : 414
Book Description
Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes—direct physical, social, and environmental interactions—are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book’s coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.
Author: Sheila L. Macrine Publisher: MIT Press ISBN: 0262368986 Category : Education Languages : en Pages : 351
Book Description
Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy. Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy. The contributors cover a range of content areas, explaining how the principles of embodied cognition can be applied in classroom settings. After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning. Movement Matters introduces a new model, translational learning sciences research, for interpreting and disseminating the latest empirical findings in the burgeoning field of embodied cognition. The book provides an up-to-date, inclusive, and essential resource for those involved in educational planning, design, and pedagogical approaches. Contributors Dor Abrahamson, Martha W. Alibali, Petra A. Arndt, Lisa Aziz-Zadeh, Jo Boaler, Christiana Butera, Rachel S. Y. Chen,Charles P. Davis, Andrea Marquardt Donovan, Inge-Marie Eigsti, Virginia J. Flood, Jennifer M. B. Fugate, Arthur M. Glenberg, Ligia E. Gómez, Daniel D. Hutto, Karin H. James, Mina C. Johnson-Glenberg, Michael P. Kaschak, Markus Kiefer, Christina Krause, Sheila L. Macrine, Anne Mangen, Carmen Mayer, Amanda L. McGraw, Colleen Megowan-Romanowicz, Mitchell J. Nathan, Antti Pirhonen, Kelsey E. Schenck, Lawrence Shapiro, Anna Shvarts, Yue-Ting Siu,Sofia Tancredi, Chrystian Vieyra, Rebecca Vieyra, Candace Walkington, Christine Wilson-Mendenhall, Eiling Yee
Author: Joan Kelly Hall Publisher: Multilingual Matters ISBN: 1788925513 Category : Education Languages : en Pages : 348
Book Description
The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects. Together, the chapters document the embodied accomplishment of teaching by identifying specific resources that teachers use to manage instructional projects; demonstrate that teaching entails both alignment and affiliation work; and show the significance of using high-quality audiovisual data to document the sophisticated work of teaching. By providing analytic insight into the highly-specialized work of teaching, the studies make a significant contribution to a practice-based understanding of how the life of the classroom, as lived by its members, is accomplished.
Author: Sheila Batacharya Publisher: Athabasca University Press ISBN: 1771991917 Category : Education Languages : en Pages : 408
Book Description
Treating bodies as more than discursive in social research can feel out of place in academia. As a result, embodiment studies remain on the outside of academic knowledge construction and critical scholarship. However, embodiment scholars suggest that investigations into the profound division created by privileging the mind-intellect over the body-spirit are integral to the project of decolonization. The field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education.
Author: Liora Bresler Publisher: Springer Science & Business Media ISBN: 1402020236 Category : Education Languages : en Pages : 228
Book Description
This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning. Based on our phenomenological experience of the world, it draws on perspectives from arts-education and aesthetics, as well as curriculum theory, cultural anthropology and ethnomusicology. These are arenas with a rich untapped cache of experience and inquiry that can be applied to the notions of schooling, teaching and learning. The book provides examples of state-of-the-art, empirical research on the body in a variety of educational settings. Diverse art forms, curricular settings, educational levels, and cultural traditions are selected to demonstrate the complexity and richness of embodied knowledge as they are manifested through institutional structures, disciplines, and specific practices.
Author: Pratim Sengupta Publisher: Springer Nature ISBN: 3030294897 Category : Science Languages : en Pages : 372
Book Description
Over the past decade, integrated STEM education research has emerged as an international concern, creating around it an imperative for technological and disciplinary innovation and a global resurgence of interest in teaching and learning to code at the K-16 levels. At the same time, issues of democratization, equity, power and access, including recent decolonizing efforts in public education, are also beginning to be acknowledged as legitimate issues in STEM education. Taking a reflexive approach to the intersection of these concerns, this book presents a collection of papers making new theoretical advances addressing two broad themes: Transdisciplinary Approaches in STEM Education and Bodies, Hegemony and Decolonization in STEM Education. Within each theme, praxis is of central concern including analyses of teaching and learning that re-imagines disciplinary boundaries and domains, the relationship between Art and STEM, and the design of learning technologies, spaces and environments. In addition to graduate research seminars at the Masters and PhD levels in Learning Sciences, Science Education, Educational Technology and STEM education, this book could also serve as a textbook for graduate and pre-service teacher education courses.
Author: Stacy Dockins Publisher: ISBN: 9780578411378 Category : Languages : en Pages : 403
Book Description
Embodied Posture Methodology, or EPM, empowers you to align yoga postures to best suit your uniqueness. Through over 25 years of studying the human body and teaching yoga, Stacy Dockins developed this innovative approach that integrates bio-individuality and long-term, sustainable functional wellness. Combining body awareness, science, and exploration, Stacy provides practical information you can immediately apply on your mat to get the most out of your practice.Each posture is presented as a collection of movement actions, enabling you to skillfully deconstruct and reconstruct them for your maximum benefit. Clear, brilliant photographs, combined with detailed anatomical illustrations, show the inner workings of the poses. Discussions of possible structural limitations and common injuries, as well as helpful modifications, are included. Plus, Stacy's exploratory cues will guide you to experience various sensations available in the postures.Whether you are a student or a teacher, EPM will show you how to critically approach postural alignment. Yoga poses will be more accessible and effective than ever before. Most importantly, you will cultivate the tool of Embodiment, the ability to tune in to what is arising from within your own body.
Author: John P. Miller Publisher: Current Perspectives in Holistic Education ISBN: 9781681238401 Category : Education Languages : en Pages : 0
Book Description
Learning often begins with an experience in the body. Our body can tighten or feel expansive depending on different learning contexts. This experience of learning in the body is crucial to holistic education. This book explores embodied learning from several perspectives. This first section explores how psychology can inform us about embodied learning; for example, the work of Carl Jung and Wilhelm Reich devoted much of their thinking to how energy manifests itself in the body. Meditation and movement are also examined as ways of embodied learning; for example, Dalcroze, a form of movement education, is presented within the context of whole person education. The book also presents schools where embodied learning is nurtured. Waldorf education is discussed as well as a public school in Toronto where the body is central to holistic education. The book also presents visions of embodied learning. John Miller presents a holistic vision of teacher education and Tobin Hart, who has written extensively in this field, writes about the embodied mind. Embodied learning is an emerging area of inquiry in holistic education and this book presents a variety of perspectives and practices that should be helpful to both scholars and practitioners.
Author: Akiko Hayashi
Author: Akiko Hayashi
Author: Fei Victor Lim
Author: Mitchell J. Nathan
Author: Sheila L. Macrine
Author: Joan Kelly Hall
Author: Sheila Batacharya
Author: Liora Bresler
Author: Pratim Sengupta
Author: Stacy Dockins
Author: John P. Miller