Relevant bibliographies by topics / EMBODIED TEACHING

Academic literature on the topic 'EMBODIED TEACHING'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "EMBODIED TEACHING"

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Østern, Tone Pernille. "The Embodied Teaching Moment:." Nordic Journal of Dance 4, no. 1 (June 1, 2013): 28–47. http://dx.doi.org/10.2478/njd-2013-0004.

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Abstract In this article the author dialogues with two contemporary dance teachers about how the practical-pedagogical knowledge of the teacher is embodied. The focus is on how the dance teacher functions as a lived body (Merleau-Ponty, 1962/2002) while in the teaching moment. The analysis of the empirical material shows that there is a continuous exchange between the dance teachers’ bodily experiences, inner dialogue and teaching choices while teaching. It is argued that its is not wrong to say that all these two dance teachers do as teachers is bodily grounded. The ways in which the practical-pedagogical knowledge of the two contemporary dance teachers is embodied can be summarized as a bodily listening, bodily tutoring and bodily ambiguity surrounded by constantly and rapidly changing body tunes throughout their teaching. These larger themes are divided into nuances which are presented and discussed in the article. The study is also a method study in how to study in and with the arts. The research process is understood as an iterative cyclic web (Smith and Dean 2009), where practice and theory take place in every sub-process of the study. Outcomes of the study are both theorisation as this article and artwork in the form of choreographies by the two dance teachers. These can be seen at https://vimeo.com/40433953 (Mari) and https://vimeo.com/40075211 (Ingeborg).
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Flood, Virginia J., Anna Shvarts, and Dor Abrahamson. "Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning." ZDM 52, no. 7 (July 23, 2020): 1307–31. http://dx.doi.org/10.1007/s11858-020-01165-7.

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Dixon, Mary, and Kim Senior. "Appearing pedagogy: from embodied learning and teaching to embodied pedagogy." Pedagogy, Culture & Society 19, no. 3 (October 2011): 473–84. http://dx.doi.org/10.1080/14681366.2011.632514.

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Roche, Jenny. "Shifting embodied perspectives in dance teaching." Journal of Dance & Somatic Practices 8, no. 2 (December 1, 2016): 143–56. http://dx.doi.org/10.1386/jdsp.8.2.143_1.

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Bolldén, Karin. "Teachers' embodied presence in online teaching practices." Studies in Continuing Education 38, no. 1 (December 15, 2014): 1–15. http://dx.doi.org/10.1080/0158037x.2014.988701.

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Ikoma, Sakiko. "Teaching embodied: cultural practice in Japanese preschools." Asian Studies Review 41, no. 1 (November 6, 2016): 157–58. http://dx.doi.org/10.1080/10357823.2016.1253415.

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Jordon, Sherry. "Embodied Pedagogy: The Body and Teaching Theology." Teaching Theology and Religion 4, no. 2 (June 2001): 98–101. http://dx.doi.org/10.1111/1467-9647.00100.

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Wei, Xiaolan, and Xueyan Yang. "Designing learning with embodied teaching: Perspectives from multimodality." Language and Education 35, no. 4 (March 14, 2021): 378–81. http://dx.doi.org/10.1080/09500782.2021.1889580.

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Wang, Chen. "Designing learning with embodied teaching: Perspectives from multimodality." Innovations in Education and Teaching International 58, no. 3 (April 23, 2021): 372–73. http://dx.doi.org/10.1080/14703297.2021.1918464.

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Ingber. "Cia Sautter, The Miriam Tradition: Teaching Embodied Torah." Nashim: A Journal of Jewish Women's Studies & Gender Issues, no. 22 (2011): 210. http://dx.doi.org/10.2979/nashim.22.210.

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Dissertations / Theses on the topic "EMBODIED TEACHING"

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Cakmak, Maya. "Guided teaching interactions with robots: embodied queries and teaching heuristics." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44734.

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The vision of personal robot assistants continues to become more realistic with technological advances in robotics. The increase in the capabilities of robots, presents boundless opportunities for them to perform useful tasks for humans. However, it is not feasible for engineers to program robots for all possible uses. Instead, we envision general-purpose robots that can be programmed by their end-users. Learning from Demonstration (LfD), is an approach that allows users to program new capabilities on a robot by demonstrating what is required from the robot. Although LfD has become an established area of Robotics, many challenges remain in making it effective and intuitive for naive users. This thesis contributes to addressing these challenges in several ways. First, the problems that occur in teaching-learning interactions between humans and robots are characterized through human-subject experiments in three different domains. To address these problems, two mechanisms for guiding human teachers in their interactions are developed: embodied queries and teaching heuristics. Embodied queries, inspired from Active Learning queries, are questions asked by the robot so as to steer the teacher towards providing more informative demonstrations. They leverage the robot's embodiment to physically manipulate the environment and to communicate the question. Two technical contributions are made in developing embodied queries. The first is Active Keyframe-based LfD -- a framework for learning human-segmented skills in continuous action spaces and producing four different types of embodied queries to improve learned skills. The second is Intermittently-Active Learning in which a learner makes queries selectively, so as to create balanced interactions with the benefits of fully-active learning. Empirical findings from five experiments with human subjects are presented. These identify interaction-related issues in generating embodied queries, characterize human question asking, and evaluate implementations of Intermittently-Active Learning and Active Keyframe-based LfD on the humanoid robot Simon. The second mechanism, teaching heuristics, is a set of instructions given to human teachers in order to elicit more informative demonstrations from them. Such instructions are devised based on an understanding of what constitutes an optimal teacher for a given learner, with techniques grounded in Algorithmic Teaching. The utility of teaching heuristics is empirically demonstrated through six human-subject experiments, that involve teaching different concepts or tasks to a virtual agent, or teaching skills to Simon. With a diverse set of human subject experiments, this thesis demonstrates the necessity for guiding humans in teaching interactions with robots, and verifies the utility of two proposed mechanisms in improving sample efficiency and final performance, while enhancing the user interaction.
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Burnett, Samarra Anne Gaetana. "Embodied Knowing, Embodied Inquiry, and Embodied Teaching| Inviting a Visit from the Infinite, and How to Make a Container." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688526.

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Personal narrative and literature review was used to explore the historical and current contexts of embodied knowing, embodied inquiry, and embodied teaching. Methods of embodied inquiry from phenomenology, somatics, and transpersonal research are described and compared. Ten common elements of embodied inquiry practices are distilled, including a dialogue between witnessing and felt sense aspects of awareness, as a tool for facilitating embodied understanding and integration. The application of embodied inquiry to teaching is explored, and the proposal that teaching and learning as a participatory embodied inquiry practice facilitates embodied understanding and transformation.

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Garrett, Raina Brella. "Corporeal Rhetorics: Embodied Composing and the Teaching of Writing." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1335727105.

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FERRI, NICOLETTA. "EMBODIED TEACHING: PROSPETTIVE DI RICERCA A SCUOLA ATTRAVERSO L'ANATOMIA ESPERIENZIALE." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/241227.

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Questo lavoro di ricerca nasce dal desiderio di indagare il potenziale riflessivo, euristico e trasformativo della dimensione embodied nei processi di insegnamento/apprendimento. Per farlo ha interrogato un gruppo di insegnanti della scuola primaria, coinvolgendole in una ricerca partecipativa sulle proprie pratiche di insegnamento e sul loro modo unico di incarnarle (embodied teaching), a partire da un’attivazione corporea specifica (Anatomia Esperienziale). La mia domanda di ricerca si è orientata in due direzioni. Ad un livello metodologico potrebbe essere formulata nel seguente modo: come interrogare l’embodied teaching (Bresler, 2014) di professionisti della scuola, cioè il modo incarnato di interpretare il processo di insegnamento/apprendimento? Ad un livello tematico, invece, l’interrogativo di fondo potrebbe essere così posto: cosa emerge quando si va ad attivare un processo di riflessione sulla pratica professionale di un gruppo di insegnanti della scuola primaria a partire da un’interrogazione che passa dalla percezione e dall’attivazione corporea? Collocandomi nell’area di ricerca della Pedagogia del corpo (Gamelli, 2011), il macro-paradigma dell’embodiment ha rappresentato un riferimento epistemologico importante per il lavoro. In esso ho trovato un fertile incontro di studi, ricerche e pratiche provenienti da ambiti molto distanti, tra cui le scienze cognitive (l’enactive embodiment di Varela, Thompson, Rosch, 1991), l’ambito performativo (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) e quello più legato all’educazione (Gamelli, 2011; Rossi, 2017). È precisamente all’incontro di queste tre aree che si colloca la prospettiva di ricerca del presente lavoro. La parte empirica della ricerca si è svolta con un gruppo di sette insegnanti di una scuola primaria milanese, su adesione volontaria, in sei incontri di tre ore circa ciascuno. Il setting di ricerca è stato strutturato in modo che ci fosse una stratificazione dell’esperienza corporea proposta affinchè ognuna delle partecipanti potesse contattare il proprio embodied teaching nel rispetto del proprio stile personale e corporeo di insegnamento. La metodologia della “co-operative-inquiry” (Heron, Reason, 1997) e la successiva interpretazione di Formenti nella “spirale della conoscenza” (Formenti, 2009), oltre che fornirmi un riferimento epistemologico in termini di dimensione partecipata della conoscenza, mi hanno fornito riferimenti importanti per disegnare la struttura interna degli incontri in modo coerente con i miei presupposti teorici. L’anatomia esperienziale del Body-Mind Centering è stata la pratica somatica che ho utilizzato per la ricerca empirica. Tutti gli incontri sono stati audioregistrati e trascritti. Dopo una prima analisi tematica attraverso NVivo, è maturata la decisione di andare verso una svolta più performativa della mia ricerca. Questo cambio di prospettiva ha richiesto l’ideazione e la costruzione di un dettagliato – e inedito – metodo di ricerca embodied. Si tratta di uno dei passaggi più originali della mia ricerca di dottorato, che ha visto l’inizio di un lavoro di analisi corporea e performativa dei dati attraverso segmenti audio e testuali che ho selezionato dalle trascrizioni e dai materiali audio degli incontri con le insegnanti. Questa analisi performativa, documentata in 160 riprese video, si è poi direzionata verso la creazione di una video-performance utilizzata come restituzione alle insegnanti rilanciandolo e aprendo nuovi interrogativi e così possibili sviluppi per ricerche future legate alla dimensione corporea della professione insegnante.
This thesis is deeply connected with the will of investigating the reflective, heuristic and transformative potential of the embodied dimension in teaching and learning processes. For this purpose, I engaged a group of Primary School teachers in a participatory research focused on their personal way of embodying teaching practices (embodied teaching) starting from a specific body activation (Experiential Anatomy). My research question was twofold. At a methodological level I was interested in interrogating the embodied teaching (Bresler 2014) of school professionals, namely their own way of performing the teaching/learning processes. At a thematic level the question was: what does it happen when a researcher activate a reflective process on professional practices of a group of primary school teachers through body activations? My main theoretical frame is represented by Embodied Pedagogy (Gamelli, 2011) and my fundamental epistemological reference is the so-called “embodiment paradigm”. This paradigm is a generative common ground for studies and practices connected to heterogeneous fields as cognitive sciences (Varela, Thompson and Rosch, 1991), performative disciplines (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) and education (Gamelli, 2011; Rossi, 2017). My research perspective lies exactly at the crossroads of these three main areas. The empirical part of my research took place in a Primary School of Milan. I addressed a group of teachers with a research proposal structured on six meetings of three hours each. The research setting was designed in a way that allowed a multi-layered experience of the body activations in order to let each participant explore her own embodied teaching, namely her own personal way of performing teaching. The “co-operative inquiry” theorized by Heron and Reason (1997) and Formenti’s “Spyral of knowledge” (2009) were the two main epistemological pivots in reflecting on the research objectives, as they both advance the idea of research as a co-construction of participatory knowledge. They were also fundamental in order to design the internal structure of each meeting consistently with my theoretical assumptions. Experiental Anatomy of Body-Mind Centering was the somatic practice that I used for the empirical part. Each meeting was audio-recorded and transcribed. After a first thematic analysis with Nvivo I decided to turn my research in a performative direction. This change of perspective required the creation of a detailed embodied research method. This is the most original part of my thesis that consisted in a performative analysis of a selection of collected data (originated in the six meetings with the participants) in the form of textual and audio excerpts. This performative analysis, documented by 160 video shootings, ended in the creation of a video-performance that was used as a starting point of the final meeting with research participants. The use of this aestethic and performative object in the research setting revealed itself as a powerful tool in order to trigger an high level of participation in the group. The final meeting, in fact, was a fundamental moment as the participants’ reflections transformed “my” performative composition in a shared knowledge connected with all the research process. The results were very interesting both in terms of new questions raised by the teachers and of future research possibilities in the direction of embodied teaching.
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Bremmer, Melissa Lucie Viola. "What the body knows about teaching music : the specialist preschool music teacher's pedagogical content knowing regarding teaching and learning rhythm skills viewed from an embodied cognition perspective." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18010.

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This thesis presents an investigation into the pedagogical content knowing (PCKg) of Dutch experienced specialist preschool music teachers with regard to teaching and learning rhythm skills viewed from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. In a multiple case study the research methods - stimulated recall interviews, gesture analysis tasks, physical action analysis tasks, notebooks and semi-structured interviews - were used to elicit the PCKg of six specialist preschool music teachers regarding rhythm skills. The data of these different methods were inductively analysed but sensitising concepts derived from the literature review on PCKg were also used in the analysis. Furthermore, the data were triangulated to gain a comprehensive understanding of the participants' PCKg. As for the nature of the specialist preschool music teachers' PCKg regarding rhythm skills the findings illustrated that PCKg is distributed over language, sound, gestures, body positioning and physical actions. Respecting the content of PCKg a new form of (non-verbal) knowledge was explored: 'musical communication and musical interaction' that facilitates the learning of rhythm skills of preschoolers. The study is first of all significant for offering a new perspective on the nature of the specialist preschool music teachers' PCKg: a multimodal and dynamic way of knowing that emerges from the interrelated role between the social, cultural and physical classroom environment, the teaching task and the teacher's body. Beyond the classroom, these teachers' bodies form a source for recalling, re-enacting and eliciting classroom experiences to develop and communicate their PCKg. Secondly, it offers a new perspective on the content of the specialist preschool music teachers' PCKg: these teachers' bodies take on different roles to mediate the preschoolers' learning process regarding rhythm skills. These findings have implications for further research, teacher education, practice and policy.
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Jenkins, Michele Lynn. "Embodied knowing and effective communication in the development of a choreography curriculum." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2656.

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Develops a choreography course curriculum to be implemented and evaluated for inclusion in the Chaffey College (a community college in San Bernardino County, California) dance program. Identifies and evaluates four core developmental areas of a well-designed choreography class: (1) communicative skill development through dance composition; (2) group problem-solving creative work; (3) integration of other arts with dance; and, (4) critical evaluation skills.
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Shannon, Joseph Charles. "How is PCK embodied in the instructional decisions teachers make while teaching chemical equilibrium? /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7646.

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Frisina, Christopher Special. "The Sound of Fractions: teaching inherently abstract representations from an aural and embodied approach." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/89487.

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Learning fractions is the focus for much of elementary school mathematics instruction because it is important and can be difficult. Fractions constitute a system of thinking about numbers and representations that differs in important ways from counting numbers. To understand fractions requires, for example, perceiving that a symbol such as 6 is not automatically associated with a larger quantity than 5 if they are denominators. In the system that constitutes fractions, 1/5 is bigger than 1/6. When students fail to master the system of fractions by a certain age, the inherent difficulty of the concepts can become confounded with discouragement, boredom, and humiliation. Music, especially percussion, not only provides an engaging context for many students but musical patterning can also provide deep analogic experiences to fractions at embodied and representational levels. Reasonable questions about musical patterns can both motivate and guide students towards understanding the properties of systems of fractions and their representations. We utilize this possibility in a new tool and associated curriculum called Sound of Fractions (SoF). SoF incorporates three main ideas to leverage musical interest and skill to provide an alternative approach to teaching fractions: Experiencing the whole and the part at the same time is crucial to learning fractions; Drumming is a compelling, embodied, culturally-relevant activity that allows students to experience the wholes, the parts, and the relationships between them at the same time; A new computer-based representational infrastructure utilizing aural, visual, physical, and temporal components that scaffolds classroom-based activities that bridge the relationship between percussion-related and mathematics activities in such a way as to gradually bring the student towards more standard mathematical representations and usages. We conducted preliminary testing of this approach in two series of after school programs with 5th-8th grade children who were significantly behind in learning fractions. Preliminary indications are that the approach is promising and ready to be tried in more formal contexts. This work illustrates that instruction rich in representational infrastructure and domains continues to be an important component of how technology can have positive impact.
Master of Science
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Kruger, Marlene. "Drama-based second language teaching and learning." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78099.

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This study engages with the domains of second language teaching and learning (L2TL), drama-based teaching and learning (DBTL) and embodied cognition in order to establish how the effective implementation of DBTL may contribute to the efficacy of L2TL practices. There are shortfalls in second language (L2) classrooms and there is a need for a L2 teaching approach, which promotes social interaction in varied sociocultural contexts wherein learners are encouraged to make meaning in order to convey their message. The L2 learning processes created by this approach could overcome the shortfalls of L2TL and offer what is required by Second Language Acquisition (SLA) to acquire a L2. This study proposes that the use of the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) could overcome these shortfalls. However, CEFR can only be effective if the approach that is utilised in its implementation aligns with CEFR’s principles. This study argues that a drama-based teaching approach could adhere to CEFR and address the shortfalls of L2TL. This study explores drama as a facilitation tool and uses elements of process drama to create an approach to DBTL that could create learning experiences which may enhance the efficacy of L2TL and adhere to CEFR. This study argues that for a DBTL approach to be effective in L2TL, it has to foreground embodied cognition. Embodied cognition theories state that in order to create optimal learning opportunities, social, affective learning experiences should be created wherein learners interact with other humans and their environment in order to make and convey meaning. By critically engaging with embodied cognition theories, this study establishes which components of embodied cognition should be considered for DBTL to be effectively implemented in L2 classrooms. Subsequently, this knowledge ensures that the proposed approach to drama-based second language teaching and learning (DBL2TL) could allow for effective implementation. This study argues that a hypothetical DBL2TL programme based on this DBL2TL approach, which is steered by embodied cognition and adheres to CEFR, could overcome the shortfalls of L2TL. Furthermore, the programme could offer insight into how DBTL could effectively be implemented in L2TL, which in turn could enhance the effectual implementation of DBTL in L2 classrooms. Therefore, the hypothetical DBL2TL programme could enhance the efficacy of L2TL.
Dissertation (MA)--University of Pretoria 2020.
Drama
MA
Unrestricted
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Vinson, Jenna Elizabeth. "Teenage Mothers as Rhetors and Rhetoric: An Analysis of Embodied Exigence and Constrained Agency." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293424.

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This dissertation examines the rhetorical function and social implications of the "dominant narrative of teenage pregnancy"--that is, the popular depiction of young motherhood as the tragic downfall of a woman's life. I employ feminist poststructuralist and visual rhetorical critique to analyze historical and contemporary teenage pregnancy prevention materials as well as journalistic representations of young mothers. Building from this analysis, I argue that the dominant narrative pathologizes teenage mothers, prevents a focus on structures of inequality and poverty, sustains racialized gender ideologies, and encourages practices that perpetuate disparities for pregnant/mothering young women. In addition, this project explores strategies for resisting this discourse. Specifically, I review scholarship that has contested the dominant narrative and identify counter-rhetorical practices that some young mothers use in their published first-person narratives. Finally, drawing on focus groups I conducted with 27 young mothers, I illustrate that visibly young pregnant and parenting women are often publically confronted by strangers because they embody an urgent and much-debated social issue. I offer the concept of "embodied exigence" as a way to understand how discursive and material realities of the body may construct rhetorical situations and how the body may function as a site of constrained agency. Building from rhetorical theories of agency, exigence, and feminist work on the visibility of motherhood, I assert that in moments of embodied exigence, marginalized young mothers may seize the opportunity to resist dominant rhetoric and act as rhetors in their own right.
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Books on the topic "EMBODIED TEACHING"

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Branscombe, Margaret V. Teaching Through Embodied Learning. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429462986.

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The Miriam tradition: Teaching embodied Torah. Urbana: University of Illinois Press, 2010.

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Embodied literacies: Imageword and a poetics of teaching. Carbondale: Southern Illinois University Press, 2003.

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Liora, Bresler, ed. Knowing bodies, moving minds: Towards embodied teaching and learning. Dordrecht [Netherlands]: Kluwer Academic Publishers, 2004.

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Liora, Bresler, ed. Knowing bodies, moving minds: Towards embodied teaching and learning. Dordrecht [Netherlands]: Kluwer Academic Publishers, 2004.

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Garoian, Charles R. The prosthetic pedagogy of art: Embodied research and practice. Albany: State University of New York Press, 2013.

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Sensing, moving, thinking & writing: Embodied practices for college writers. Dubuque, IA: Kendall Hunt Publishing Company, 2015.

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A critical pedagogy of embodied education: Learning to become an activist. New York: Palgrave Macmillan, 2012.

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The joy of noh: Embodied learning and discipline in urban Japan. Albany: SUNY Press, 2014.

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Spirit and reason: The embodied character of Ezekiel's symbolic thinking. Waco, Tex: Baylor University Press, 2007.

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Book chapters on the topic "EMBODIED TEACHING"

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Branscombe, Margaret V. "Embodied cognition." In Teaching Through Embodied Learning, 23–45. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429462986-3.

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Goodwin, Marjorie Harness, and Asta Cekaite. "Sibling caretaking, teaching, and play." In Embodied Family Choreography, 225–49. 1 Edition. | New York : Routledge, 2018. | Series: Directions in ethnomethodology and conversation analysis: Routledge, 2018. http://dx.doi.org/10.4324/9781315207773-13.

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Appleby, Roslyn. "Embodied Masculinities." In Men and Masculinities in Global English Language Teaching, 73–94. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137331809_6.

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Branscombe, Margaret V. "And then we focus on their heads." In Teaching Through Embodied Learning, 1–11. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429462986-1.

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Branscombe, Margaret V. "Becoming literate." In Teaching Through Embodied Learning, 12–22. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429462986-2.

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Branscombe, Margaret V. "Learning through group process." In Teaching Through Embodied Learning, 46–65. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429462986-4.

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Branscombe, Margaret V. "We all have bodies, don’t we?" In Teaching Through Embodied Learning, 66–76. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429462986-5.

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Bond, Marissa, David M. W. Powers, and Parimala Raghavendra. "Creating Engaging Embodied Conversational Agents." In Teaching Skills with Virtual Humans, 45–60. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2312-7_6.

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Alibali, Martha W., and Mitchell J. Nathan. "Embodied Cognition in Learning and Teaching." In International Handbook of the Learning Sciences, 75–85. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-8.

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Hall, Joan Kelly, and Stephen Daniel Looney. "1. Introduction: The Embodied Work of Teaching." In TheEmbodied Work of Teaching, edited by Joan Kelly Hall and Stephen Daniel Looney, 1–14. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925501-004.

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Conference papers on the topic "EMBODIED TEACHING"

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Good, Judith, Pablo Romero, Benedict du Boulay, Henry Reid, Katherine Howland, and Judy Robertson. "An embodied interface for teaching computational thinking." In the 13th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1378773.1378823.

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Nadyrova, Damilya S. "Embodied Simulation in the Art of Teaching Piano." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.26.

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Nembrini, Julien, Guillaume Labelle, and Jeffrey Huang. "Limited Embodied Programming: Teaching programming languages to architects." In eCAADe 2010: Future Cities. eCAADe, 2010. http://dx.doi.org/10.52842/conf.ecaade.2010.065.

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Nembrini, Julien, Guillaume Labelle, and Jeffrey Huang. "Limited Embodied Programming: Teaching programming languages to architects." In eCAADe 2010: Future Cities. eCAADe, 2010. http://dx.doi.org/10.52842/conf.ecaade.2010.065.

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Wu, Fengyi, Waqas Javed, Olaoluwa R. Popoola, Qammer Abbasi, and Muhammad Imran. "An Embodied Approach for Teaching Advanced Electronics in Metaverse Environment." In 2022 29th IEEE International Conference on Electronics, Circuits and Systems (ICECS). IEEE, 2022. http://dx.doi.org/10.1109/icecs202256217.2022.9970782.

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Xu, Jing, and Duoduo Zhang. "From disembodied to embodied: the embodied transformation of children's architectural education learning situation design." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002386.

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The current traditional teaching mode of children's architectural education makes children's bodies detached from the situation, and there are problems such as abstract knowledge, single perception, and lack of practice. Based on the concept of embodied learning, this paper proposes a design strategy for embodied learning situations, and on this theoretical basis, designs and implements children's educational practice services based on Huayao's traditional architectural culture. Firstly, through literature research, based on situational learning and embodied cognition theory, analyze the characteristics of children's cognition, explore the internal connection between situation and children's architectural education, discuss the significance of embodied theory in the design of learning situations, and draw the conclusion of the learning process of embodied situations. Three stages, namely perception, engagement, and reflection on the situation. On this basis, it proposes the design strategy of embodied learning situation, and discusses four aspects: daily cultural situation, embodied resource situation, role task situation, and evaluation generation situation. Provide an effective reference for the design of architectural education activities for children, and design learning situations through embodied concepts to help children in architectural education activities to explore interaction, knowledge transfer, and cultural generation, and improve creativity and innovative thinking.
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Zhou, Xiaowen, and Zhiyuan Li. "Embodied Cognition and Enlightenment to Micro-video Design in College English Teaching." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.266.

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Zhang, Nan. "Higher Vocational College English Teaching and Learning Based on Embodied Cognition Theory." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.81.

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Chatain, Julia, Virginia Ramp, Venera Gashaj, Violaine Fayolle, Manu Kapur, Robert W. Sumner, and Stéphane Magnenat. "Grasping Derivatives: Teaching Mathematics through Embodied Interactions using Tablets and Virtual Reality." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3529748.

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Zhang, Wenhao, Zhixia Chen, and Ruibin Zhao. "A Review of Embodied Learning Research and its Implications for Information Teaching Practice." In 2021 IEEE 3rd International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2021. http://dx.doi.org/10.1109/csei51395.2021.9477754.

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Reports on the topic "EMBODIED TEACHING"

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Бакум, З. П., and О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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