This year we have been providing 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 is published on our Ideas page.
Our last few posts have addressed Teacher Concerns such as #6 Students keep making the same mistakes, #10 Students dive into tasks without planning #11 Students have no strategies when stuck and # 17 Students' existing beliefs are not easy to change.
This month we are turning to classroom practices and how these can be improved. Continuing with last week's theme of classroom discussion, this week's post, an article by Dianna McTavish describes how Dianna helped her students focus on the main points of a discussion. She was working with Grade 3 and 4 students who understandably had difficulties with discussion in that they all wanted to talk at once and often found it difficult to focus on the main topic of the discussion. A common complaint of teachers is that small group discussions can be unproductive with many students wasting time or not contributing.
Last week's post from Damien Toussaint detailed how he worked on improving small group discussion with his Year 8 class by assigning students specific roles (two are listed below). Both these articles are taken from the database PEEL in practice and can be found on our Ideas page. Click HERE for the articles. (Posted 26/09/2016)
Ideas archive you can find more samples posted earlier this year taken from PEEL resources.
In 2016 PEEL reached its 31st year, having been founded in one secondary school in 1985. Since then it has spread to schools throughout Australia and to many other countries including the U.K., Canada, New Zealand, Sweden and Iceland.
PEEL in Practice now has a presence on Facebook.. Please share your ideas with us via our Facebook space. We will be making regular posts on the page and would like to promote discusion on these posts and of ideas that teachers have for improving learning in their classrooms.
In February 2016 we added 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 scondary classrooms illustrating teachers who have been working with PEEL ideas for some time.
Note 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).
During 2015 a major feature was added to the 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. You can see more detail about these resources on the PEEL in Practice page - Search Categories.
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. Please email David Lumb if you have any queries. There will be new editions of PEEL SEEDS, our magazine this year. The Sharing Pedagogical Purposes research group developed exciting ideas for teachers interested in promoting deeper learning in their classrooms. (Read about 10 Journeys of Change on the About PEEL page).
We distribute an email newsletter, the most recent edition was published in March 2016. This newsletter is free. If you wish to subscribe please send your email address to David Lumb.
For those with an online subscription to PEEL in Practice, there have been a number of new articles added in 2014 and 2015 and two new categories of codings -Journeys introduced in 2014 and Teacher Education Resources added in 2015. Check these out. New video resources have been added to the database in 2016.
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 31 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:
Some of the stories of the teachers engaged in this innovative project were presented at a PEEL conference in 2008. These were published in PEEL SEEDS #101. More of their research has appeared in SEEDS #110 , #111 #112 and #114 published in November 2013. Please contact us if you are interested in finding out more about this project