Jon Ogborn

This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.

Contains a copy of the AS Student Book and Student AS standalone CD-ROM at a cost-effective price.

Contains a copy of the A2 Student Book and Student A2 standalone CD-ROM at a cost effective price.

This combined AS/A2 one-stop teacher printed pack shows you how to make best use of the wealth of resources available, quickly and easily.

Contains a copy of the AS Student Book and Student AS Network Licence CD-ROM in a single cost-effective pack.

The Student standalone A2 CD-ROM contains a wealth of material specifically designed to be used alongside the Student Book for a fully integrated approach. As the CD-ROM is standalone it can be given to the student to use at home.

Contains a copy of the A2 Student Book and Student A2 standalone CD-ROM at a cost effective price.

The AS Student Book is designed to inspire students of physics. It provides an introduction to physics and its uses which prepares the way for possible further study.

The A2 Student Book deepens understanding of crucial ideas to prepare students for further study, and provides further opportunities for personal involvement and individual initiative.

'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. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.

'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. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.