PEEL has a presence on Facebook.. Please share your ideas with us via our Facebook space. As in 2016 we are making regular posts on the page this year with good teaching strategies (these are linked to articles on our Ideas page) . We would like to promote discusion on these posts and of ideas that teachers have for improving learning in their classrooms.
In 2017 we will be posting articles with about one new article each week.(See our Ideas page).This will be a continuation of our posts of 2016 when 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).
Our theme for this month is building understanding and use of teaching procedures. When PEEL first started teachers involved in the project were aiming to" stimulate and support student learning that was more
informed, purposeful, intellectually active, independent and
metacognitive. " (see About PEEL) They devised over a number of years, over 200 teaching strategies (many adapted from other sources) which were called procedures. As time went on teachers learned how to use these procedues in sequences and gradually changed the learning of their students for the better. In our final article (posted 19/02/2017) in the series (there are lots more in PEEL in Practice) Tanya Whiteside desribes a discussion in which her Grade 2 students worked out which procedures were the best for particular learning tasks. Last week's article by Ian Mitchell (posted 13/2/2017) is a summary guide to teachers who wish to use PEEL teaching procedures systematically to improve student learning. In previous weeks we have posted an article by Sarah Foley (6/02/2017) where she descibes a discussion she had with her students on what procedures they had previously used, would be best for particular tasks . This follows on from an article (23/01/2017) by Tanya Whiteside where she reports on how she saw a number of procedures being used in a classroom and how impressed she was with the learning of the students in this classroom. All of the procedures mentioned in this article can be found in Teaching for Effective Learning: the complete book of PEEL teaching procedures and on PEEL in Practice (which also includes the four articles).
Click HERE for the articles by Ian, Sarah and Tanya..
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.
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.
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
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.(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).)
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: