PEEL is now 32 years old. After starting in one seconday school in Melbourne, Victoria it has spread to schools around the world. We now get regular requests from several countries for PEEL resources.
What is unique about PEEL is that virtually all the teaching strategies, ideas and approaches to improving the learning of students have been developed by classroom teachers. For 32 years teachers have been writing about their practice and this has been compiled in an online resource (PEEL in Practice) and several books which have distilled the best of these writings.
Although PEEL is not as active as it once was, new resources are constantly being added. In 2016 we loaded short videos of teachers using a PEEL approach in their classrooms to the PEEL in Practice
database. There are currently five annotated videos on the databse
illustrating a variety of classroom practices designed to encourage
deeper learning in students. The clips are from both primary and
secondary classrooms illustrating teachers who have been working with
PEEL ideas for some time.
In 2015 a major feature was added to PEEL in Practice database, the main PEEL resource. A category entitled Teacher Education Resources was introduced. This consists of over 100 articles containing ideas for university departments of education and teacher educators. It also provides ideas for professional development co-ordinators in schools who wish to use a PEEL approach or introduce others to ideas about learning and teaching espoused by PEEL.
Over the more than 30 years PEEL has been operating many teachers have asked 'How do I start with implementing procedures that will improve my students' learning?' PEEL has a large collection of ideas, strategies and procedures developed over a long period of time at different levels. In 2014 we added guidelines about how to start with the long term task of improving students ability to learn. In fact a year long learning agenda using the accumulated knowledge of many teachers. You can find more information about this on the About PEEL page - look for the information on Journeys.
that users of PEEL in Practice at educational institutions such as
Sunway College, Malaysia and Monash University should log in through
their library (e.g. Sunway Campus library).)
PEEL has a presence on Facebook.. Please share your ideas with us via our Facebook space. We made regular posts on the page throughout 2016 with good teaching strategies (these are linked to articles on our Ideas page) and we will be continuing in 2017. We would like to promote discusion on these posts and of ideas that teachers have for improving learning in their classrooms.
Throughout last year we provided examples of good teaching practice taken from the three major PEEL resources: Principles of Teaching for
Effective Learning: the voice of the teacher, Teaching for Effective Learning:
the complete book of PEEL teaching procedures and PEEL in Practice, the PEEL
database which contains hundreds of articles written by practising teachers.
(You can read more about these resources further down the page). Each week a new article from these resources was published on our Ideas page.
Our first post in 2017 provides a summary of how teachers can promote Good Learning Behaviours in their classrooms. This article was written as part of a series which address the question, how can our resources be used to meet the needs of a wide range of teachers? During the next few months we will be posting more articles from PEEL resources, comprising a series of what has been called Journeys. These will describe and give examples of how teachers can, over a period of time, systematically improve the learning of their students.
Our final three posts in 2016 also concerned Good Learning Behaviours. All three articles, written by classrom teachers are examples of how these teachers in different ways, promoted these behaviours in their students.
Click HERE for these articles.
In our Ideas archive you can find articles from PEEL resources
illustrating how teachers have started a lesson or topic so as to
engage students, get their interest and get them thinking.
The PEEL office continues to provide support and resources to teachers interested in PEEL. The office is manned from 10.30 to 12.30 on Mondays. The PEEL office will be open to take orders throughout the rest of the Australian school holidays.Please email David Lumb if you have any queries.
PEEL has developed a number of rich resources for teachers fimly based on what works in the classroom. Three of the more important of these are listed here, others can be found on our Publications page.
PEEL in Practice is a database of over 1600 articles written by teachers using a PEEL approach over a 32 year period. These come from all subject areas from Prep to Year 12 and beyond. It also contains over 220 classroom teaching strategies called procedures developed from ideas contributed by practising teachers. PEEL in Practice is available online as a yearly subscription in the form of a searchable database. This is updated with new articles several times a year. It comes with search fields that enable users to find articles relevant to their students and classrooms. You can see a complete description of all the search categories here. PEEL in Practice can be ordered online.
This book is a comprehensive amalgam of PEEL practice and theory developed by practising teachers and academics. It contains many examples of teachers writng about their experiences in applying the 12 PEEL principles in the classroom to improve the learning of their students. The stories and anecdotes from practicing classroom teachers, together with accompanying analysis provide an invaluable guide to teachers wanting to improve their practice. This book explores teacher and student journeys in learning how to learn and what makes a successful learning community. It is a companion text to our book of teaching procedures (Teaching for Effective Learning).
The fourth edition contains descriptions of the 223 generic teaching procedures developed or adapted by PEEL teachers since 1985. These procedures are generic in that they allow readers to apply each procedure to a wide range subjects and year levels, and nearly all are applicable at both primary and secondary levels.
Teachers will find that the procedures encourage more purposeful learning, and higher levels of student engagement and interest.
This was set up early in 2008 and continued for seven years. Some of the themes investigated by participants included: