Abstract
Embodied cognition theory underscores the importance of the interactions among the mind, body and environment, and instructors can make use of these connections to support learning through body-based learning activities. However, synchronous online learning presents challenges to this type of embodied pedagogy, as learning through physical actions is conspicuously absent. Over the course of a semester, I experimented with methods for engaging students in body-based learning during remote instruction. In this Classroom Note, I present an example of a lesson taught synchronously online, describe the technology used, and describe the opportunities for embodied reasoning during each activity.
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