When Teaching Becomes Learning

Intended to help anyone who teaches, this book has something of a cult following. Drawing on extensive teaching experience, the author presents a personal account of good practice, written in an engaging and accessible style and based on extensive scholarly sources. Part I 'Learning' and Part II 'Teaching' complement one another, and the book as a whole offers an insight into how to teach in any set of circumstances. It does so without being prescriptive, instead helping teachers to think through their own problems and situations. As a result, "When Teaching Becomes Learning" is a book to which teachers will return on countless occasions. This edition has been updated throughout and now has 2 new chapters - Reflections of Educational Technology, and Why Teach? Chapters are now also divided up so they are each shorter and more user-friendly than before.

ISBN 0826489095   Pages 288 ISBN13 9780826489098 (What's this?)   Volumes 1 Publisher Continuum International Publishing Group Ltd.   Weight (grammes) 572 Imprint Continuum International Publishing Group Ltd.   Published in London Format Paperback   Previous ISBN 9780304327904 Publication date 15 Mar 2007   Height (mm) 244 Library of Congress 2006029657   Width (mm) 169 DEWEY 371.102   Spine width (mm) 18 DEWEY edition DC22   Academic level Professional / Scholarly, Postgraduate, Undergraduate

Pt. I		Learning		19
1		Motivation		21
2		Two accounts of learning		33
3		The learning process		55
4		Talking and feeling		62
5		Perception		75
6		Where are the answers?		82
7		Why only living things can learn		87
8		Two memories		97
9		Explaining and experiencing		109
10		A theory of learning		123
Pt. II		Teaching		129
11		The transmission method and an alternative approach		131
12		Research into teaching		139
13		Clarity, enthusiasm and variety		145
14		Indirectness, opportunities and fit		151
15		Theory and practice		160
16		Reflections on educational technology		169
17		Planning		190
18		Communicating and participating		195
19		Interacting		204
20		Discussing		212
21		Difficult lessons		223
22		Learning a new approach		233
23		Variations on a theme		239
24		Overview		250
25		Why teach?		254

"'This is a remarkable and delightful book, presented in a style reminiscent of a cross between Woody Allen and Ludwig Wittgenstein. Eric Sotto has not so much written as crafted it from a blend of his own experience and a wide knowledge of relevant psychological theory.' R A Becher, Professor of Education, University of Sussex, 1994 '...You have been able to clarify for me, in readable and understandable language, many of the intuitive feelings I have had about teaching all these years but have been unable to articulate.... Your book has also helped me to make sense out of all the conflicting cognitive theories used by psychologists, sociologists and philosophers.... The personalised and anecdotal illustrations of the different points you wished to make were so useful to help understanding' Letter to author from reader in Austria, 1994 'I am finding your book an inspiration... it has set me on a journey of reflection and reinterpretation of my own experiences of teaching and learning.' Letter from lecturer in Social Sciences, The Open University, 1995"

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