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When Teaching Becomes Learning: A Theory and Practice of Teaching [Paperback]

Eric Sotto
4.0 out of 5 stars  See all reviews (1 customer review)

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Book Description

15 Mar 2007 0826489095 978-0826489098 2nd Revised edition
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.

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When Teaching Becomes Learning: A Theory and Practice of Teaching + Understanding Science Lessons: Five Years of Science Teaching + Learning to Teach Science in the Secondary School: A Companion to School Experience (Learning to Teach Subjects in the Secondary School Series)
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Product details

  • Paperback: 288 pages
  • Publisher: Continuum International Publishing Group Ltd.; 2nd Revised edition edition (15 Mar 2007)
  • Language: English
  • ISBN-10: 0826489095
  • ISBN-13: 978-0826489098
  • Product Dimensions: 2.5 x 16.5 x 24.1 cm
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Bestsellers Rank: 517,486 in Books (See Top 100 in Books)
  • See Complete Table of Contents

More About the Author

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"'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"

About the Author

Eric Sotto has many years of teaching experience in schools and colleges both in the UK and overseas. He is a member of the British Psychological Society and a Chartered Psychologist.

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5 of 5 people found the following review helpful
4.0 out of 5 stars An insight into learning 14 Aug 2008
This book was recommended to me, as I am about to embark upon a PGCE. It is one of the most useful books I have come across and I would recommend it to both teachers and teaching assistants in any subject. The book is largely intense text, but does contain a few useful black-and-white diagrams (e.g brain diagrams). It discusses methods of learning in a friendly, easy to understand manner. As a new-comer to teaching, I worried that I may struggle with some of the language or aspects, but I'm finding it a pleasure to read and it draws on familiar analogies, the author's experiences and even animal behaviour to highlight the points. This book highlights that an effective teacher knows not just the subject, but how to teach it in accordance with how learning actually happens. It discusses topics such as the difference between learning and remembering, how learning happens e.g. by active engagement, and argues the methods of teaching.
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