Why is PEEL the Barry Cryer ofeducation?“You can trace all good jokesback to Barry Cryer”
PEEL• Project for Enhancing Effective Learning• founded in 1985 by a group of teachers andacademics who shared concerns about theprevalence of passive, unreflective, dependentstudent learning, even in apparently successfullessons.• classroom approaches that would stimulate andsupport student learning that was moreinformed, purposeful, intellectually active andindependent
Teacher Concerns• Students rarely contribute ideas• Students dont think about the meaning of what they read or hear• Students dont link different lessons• Students dont think about why or how they are doing a task• Teachers find negotiations difficult• Students keep making the same mistakes• Students dont read instructions carefully• Students dont learn from mistakes in assessment tasks• Students wont take responsibility for their learning• Students dive into tasks without planning• Students have no strategies when stuck• Students dont link school work with outside life• Dealing with mixed ability classes• Students dont believe that their own beliefs are relevant• Students are reluctant to take risks in creative tasks• Students are reluctant to edit or check their work• Students existing beliefs are not easy to change• Classroom management
List of Good Learning Behaviours1. Checks personal comprehension forinstruction and material. Requests furtherinformation if needed. Tells the teacherwhat they dont understand2. Seeks reasons for aspects of the workat hand.3. Plans a general strategy beforestarting.4. Anticipates and predicts possibleoutcomes.5. Checks teachers work for errors;offers corrections.6. Offers or seeks links between- different activities and ideas- different topics or subjects- schoolwork and personal life7. Searches for weaknesses in their ownunderstandings; checks the consistencyof their explanations across differentsituations.8. Suggests new activities and alternativeprocedures.9. Challenges the text or an answer theteacher sanctions as correct.10. Offers ideas, new insights andalternative explanations.11. Justifies opinions.12. Reacts and refers to comments ofother students
It is not just a set of worksheets…• You are using a PEEL approach if you areor are moving towards:• Having a strategic, long-term learningagenda focussing on multiple aspects ofquality learning and metacognition.• Making consistent, persistent andpurposeful use of teaching procedures,appropriate teaching behaviours and thePrinciples of Teaching for Quality Learning.• Trusting students and sharingresponsibilities and intellectual control withstudents.• Problematizing and purposefullyinterrogating and developing your practice.Becoming more metacognitive about yourteaching and developing new dimensions ofsense-making.• Supportive and being supported by others ina process of collaborative action research.• State what theprocedure is for• Run the procedure• Debrief why andhow?
PEEL principles of teaching forquality LEARNING1. Share intellectual control2. Look for occasions whenstudents can work out part(or all) of the content orinstructions3. Provide opportunity forchoice and independentdecision making4. Provide diverse range ofexperiencing success5. Promote talk which isexploratory, tentative andhypothetical6. Encourage students tolearn from other studentsquestions and comments7. Build a classroomenvironment that supportsrisk taking8. Using a wide variety ofintellectually challengingteaching procedures
9. Use teachingprocedures that aredesigned to promotespecific aspects ofquality learning10. Develop studentsawareness of the bigpicture: how variousactivities fit together andlink to the big idea11. Regularly raisestudents awareness ofthe nature Of differentaspects of qualitylearning12. Promoteassessment as part ofthe process.
High risk start point• Dirty trick- rubbish notes• Caution- students feel cheated will they trust you again?• Opens up discussion about active and passive learning• Stimulates students to ask more questions about whatthey are looking at• Students refused to make notes before they understoodwhat they meant• Recommended that it is used sparingly• Science alternative plan experiment using this equipmentwith spurious extras.
How- and why? Whatpedagogicial purpose would testrategy develop?5 from 3 Quiz Before Before After After Question gridNew dictation Jumbled instructions Venn diagrams a new wayWriting in the round Moving on map What’s wrong with this picture?
Writing in the RoundEach studenthas a sheet witha sentence at thetopAdd successivesentences.Choose bes-highlight keyideas,underlinesuccesfulwriting.tShare best withclassCould focus oncoherence orlisting contentWhat muststudents bedoing to makethissuccessful?
Before before after after• Can be done over long time period e.g.picture of pyramids could lead to talk ofimpact of tourism etc• Can be done in a table describe what isseen now, then before, then after thenbefore before• Allow discussion within student groups
BeforeBeforeBeforePresent What do you see? what do you think ishappening?AfterAfterAfter
BeforeBeforeBeforePresentWhat do you see what do youthink is happening?After What will happen in one hourstime to the pill?AfterAfter
BeforeBeforeBefore What happened to the pill 6 monthsbefore this picture was taken?Present What do you see what do you think ishappening?After What will happen in one hours time tothe pill?AfterAfter
BeforeBeforeBefore What happened to the pill 6months before this picture wastaken?Present What do you see what do youthink is happening?After What will happen in one hourstime to the pill?AfterAfterWhat will happen to the pill in 5days time?
BeforeBeforeWhat happened to the pill 5 yearsbefore this picture was taken?Before What happened to the pill 6 monthsbefore this picture was taken?Present What do you see what do you think ishappening?After What will happen in one hours time tothe pill?AfterAfterWhat will happen to the pill in 5 daystime?
• Text read by teacher students do not write butlisten. They try to get the overview of the article.• Teacher questions• Teacher reads again, but, more slowly but to fastto copy!• Students bullet point key points• Teacher stops regularly to discuss what theyhave so far• Then give article to compare• Additions/ changes in a different colourNew dictation
Jumbled instructions• Example from a practical• Debrief how is it different to just tellingthem.• Benefits from ambiguity
Venn a new way• Do not give the diagram• Ask them to design it• This will stimulate lots of questions evenbefore they start using it.• Students will find that they need to knowquite a bit before they can makedecisions.
5 out of 3 quiz• Cut up the questions do what everquestion your group finds easiest• You will be marked out of three• If you score is less than three youmay now use your books as a sourceof information
• If your answer is so it good it includesextra relevant information you mayget 4 out of 3• At the end of the lesson your teacherwill judge which answer is the best foreach question. This one will beawarded 5 out of 3• We will total your groups score at theend• Make sure you write your groups nameon the back of each answer sheet
What was the earth’s early atmosphere? What impact did volcanoes have?What impact did the evolution of plants have? What is the earth’s atmosphere like today?Where did the earth’s Carbon dioxide go? What is the ozone layer?
What was the earth’s early atmosphere?• Mainly Hydrogen and Helium escaped into space• Then mainly carbon dioxide and water vapour• With small amounts of methane ammonia 3 marksFormula H He CO2 H2O CH4 NH3 for additional markOr gravity not holding helium hydrogenOr volcanoes released gasesOr water vapour eventually cooled to form lakes oceansWhat impact did volcanoes have?• Volcanoes erupted releasing carbon dioxide and watervapour• When the water vapour cooled it condensed to form theoceans• Water formation provided an environment for plants toevolve leading to oxygen being releasedWhen volcanoes were having their biggest impact theatmosphere had little oxygenThe presence of oxygen then allowed the evolution oforganisms that respiredWhat impact did the evolution of plants have?• Appeared 3.5 billion years ago• Used water and carbon dioxide for Photosynthesis releasedoxygen into atmosphere• This oxygen reacts with ammonia and methane makingwater carbon dioxide and nitrogen 3 marksFlammable to describe methane ammoniaChloroplasts etc in contextOxygen was a “pollutant” at the time killing some microbesLed to a reduction in co2 levelsWhat is the earth’s atmosphere like today?• Majority is nitrogen• Next most common is oxygen• Other gases include carbon dioxide water vapour andnoble gases78% Nitrogen 21% o2 0.04% co2named noble gas (especially argon)atmosphere has been more or less the same for 200 millionyearsmeasured in dry as water vapour would be variableWhere did the earth’s Carbon dioxide go?• Through photosynthesis• Became locked up as carbohydrate?• Locked up as sedimentary rocks such as carbonates andfossil fuelsNaming a carbonate and the fossil fuelsThe process of fossil fuel formationWhat is the ozone layer?• Made from the oxygen in the air• Absorbs harmful radiation• Forms between 25-50kn above the surface of the earthFormula is o3Harmful radiation would have stopped the evolution of life