Embodied cognition and the future of teaching and learning

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Information Embodied cognition and the future of teaching and learning

Title	:	Embodied cognition and the future of teaching and learning
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Can you tell me onw method and an example on how to use embodied cognition in developing critical reading skills for grade 8
Comment from : @AzzaHabib-vn5xw

I am indeed sorry that I was not able to participate in this event as planned It had the potential for a very interesting/stimulating discussion I am afraid that I might have been an obnoxious nuisance particularly during the post event discussion I hope that these comments can convey some considerations br1 I think that an overview of the needs of a 'futurist' education would have been helpful For example: what is the contemporary mission of the education of the body politic, and what is the mission of education for future needs (that emphasizes the importance of mind/body interactions an adult will encounter or acquiring 'knowledge' by the individual) These elements subsume the cognitive approach that was presented (Eg, should we include Civics as part of such education The body politic is basically ignorant of how their government works In my own primary education - in the 1940s we had instruction in Civics which has since been removed from most programs)br2 The methodologies described have been used in various circumstances for some time as noted in my experiencebrIn 2010(!) I was asked to advise the public education system (of New York State, US) to prepare its primary and high school graduates for the emerging technological environment they will face when they reach maturity as well as further education at the university level As part of my contribution I attended a conference devoted to a methodology the school system hoped to introduce (to be funded by significant public investment) The mnemonic to describe the methodology was "The guide on the side rather than the sage on the stage" In such an environment the "teacher is the facilitator" - a phrase that I noted in the video from one of the speakers As such the demonstration ('body') would lead to understanding ('mind') by the student Several papers were referenced at the conference regarding prior experiments that were considered highly successful brIn the course of the conference I tried a little experiment with the highly trained educators (teachers) to demonstrate a simple law - electricity needs a complete path to be useful I gave each team a light bulb, a battery, and one wire and asked them to use these parts to get the lightbulb to turn on After about a half hour of fumbling I explained that the current needed to make a complete path from battery back to battery through the light bulb After an additional fifteen minutes of fumbling I showed them how to accomplish the task Aha, knowledge was established but only through imitation, not by ideas generated by the 'student' brAs one of the presenters in this video noted "I don't know the science beyond - - -"brThis is one of the critical limitations of the concept they present Certainly, knowledge acquisition is a function of the body/mind interaction (even if it starts with a visual stimulus for imitation) But practical implementation of this concept will be very difficult to implement Obviously, the primary school teacher will need considerable education beyond the teaching methodologies themselves Describing this idea as a cognitive abstraction may appeal to academics, it is only part of the need for a significant shift in implementation brPS Aside from the curriculum itself, the school system has retained the existing (traditional) teaching methodologies in the main
Comment from : @gordonsilverman9144