Avhandling f\366r spikning.indd - GUPEA - Göteborgs

Multimodal Teaching and Learning - Gunther Kress, Carey

London: Continuum. Google Scholar. Kress, G Assessment in the Perspective of a Social Semiotic Theory of Multimodal Teaching and Learning. In: Wyatt-Smith C., Cumming J.J. (eds) Educational Assessment in the 21st Century. Springer His forthcoming publications include Multimodal Teaching and Learning (Continuum) and Multimodality (Edward Arnold). Search for more papers by this author. GUNTHER KRESS.

English in urban classrooms: a multimodal perspective on teaching and learning / Gunther Kress [et al.]. p. cm. Includes bibliographical references and index. 1. English language – Study and teaching (Secondary) – Social aspects – England – London. 2.

Avhandling f\366r spikning.indd - GUPEA - Göteborgs

In: Wyatt-Smith C., Cumming J.J. (eds) Educational Assessment in the 21st Century. Springer His forthcoming publications include Multimodal Teaching and Learning (Continuum) and Multimodality (Edward Arnold). Search for more papers by this author. GUNTHER KRESS.

multimodalitet — Translation in English - TechDico

Live multimodal texts, for example, dance, performance, and oral storytelling, convey meaning through combinations of modes such as gestural, spatial, spoken language, and audio. Each mode uses unique semiotic resources to create meaning (Kress, 2010). Her recent publications include Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (2001) with G. Kress, J. Ogborn, and C. Tsatsarelis and A Handbook of Visual Analysis (2001) Kress’s multimodal view holds that (a) communication is always and inevitably multimodal, and (b) that each of the modes 10-0711Kress Gunther.indd 2 10-0711Kress Gunther.indd 2 25/08/2011 1:29 Kress, 2010). Conceptualizing education and learning as a process of designing meaning -making differs from views on learning as a process of transferring knowledge (cf. Säljö, 2010). Cope and Kalantzis (2010), Jewitt (2006), Kress (2003; 2010) and Kress & van Leuween (2001) all use .

To understand and include different modes and semiotic resources in teaching, assignment, and assessment requires competences that go beyond those needed for verbal meaning-making. His interests focus on the (English) curriculum, multiliteracies, and multimodality, that is, the developing forms of representation and their implications for the futures of education in school and out of school. His forthcoming publications include Multimodal Teaching and Learning (Continuum) and Multimodality (Edward Arnold). 'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. still, adequate attention has not been paid to examine the in-depth nature of learning and teaching English as an additional language through multimodal instruction (Kress, 2000b; Yi, 2014) despite the urgent call for more research on multilingual learners’ multimodal learning (Hornberger, 2007; Kress, 2000b). 2014-07-31 · Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice.
Modersmål tema

This article imagines a tussle between Multimodality, focused on 'modes', and Applied Linguistics (AL), Feb 16, 2012 In this collection of videos Gunther Kress is interviewed by Berit Hendriksen. Each video is focused on on the potentialities and constraints of a multimodal approach.
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Teaching and assessment of digital, multimodal texts

171). We note, as Siegel (2006) did, that children have always been multimodal; their social and cultural resources for making meaning include talk, gesture, drama, drawing, and ways of incorpo- teaching and learning through the lens of a certain theory, their ability to conduct a qualitative teach - ing and learning situation in the primary classroom will most likely increase (Bie, 2015; Timperley, 2008). In particular, reflecting on learning theories mig ht mean that student teachers become better Multimodal Teaching and Learning: The Rhetorics of the Science Classroom Gunther Kress , Carey Jewitt , Jon Ogborn , Tsatsarelis Charalampos Bloomsbury Publishing , 11 sep. 2014 - 208 sidor Multimodal Teaching and Learning Gunther Kress, Carey Jewitt, Jon Ogborn, Tsatsarelis Charalampos. 11 September 2014, EPUB eBook. £14.39 Our observation of teaching and learning in the science classroom casts doubt on this assumption. In the teaching and learning of science it is common practice for teachers to use demonstration, experiment and images to explain phenomena, and to set tasks which require a visual or actional response, for example the production of concept maps, diagrams and three-dimensional models, and Multimodal Teaching and Learning: The Rhetorics of the Science Classroom.