The document discusses PEEL (Project for Enhancing Effective Learning), an educational approach founded in 1985 by teachers concerned about passive student learning. PEEL promotes more active, independent, and reflective learning through classroom approaches that stimulate intellectual engagement and metacognition. It provides a list of teacher concerns about student learning and good learning behaviors. PEEL principles encourage sharing control over learning with students and using diverse teaching procedures to promote quality learning and metacognition.

1. Why is PEEL the Barry Cryer of
education?
“You can trace all good jokes
back to Barry Cryer”

2. PEEL
• Project for Enhancing Effective Learning
• founded in 1985 by a group of teachers and
academics who shared concerns about the
prevalence of passive, unreflective, dependent
student learning, even in apparently successful
lessons.
• classroom approaches that would stimulate and
support student learning that was more
informed, purposeful, intellectually active and
independent

4. Metacognitive
stragetgies
0.69

6. Teacher Concerns
• Students rarely contribute ideas
• Students don't think about the meaning of what they read or hear
• Students don't link different lessons
• Students don't think about why or how they are doing a task
• Teachers find negotiations difficult
• Students keep making the same mistakes
• Students don't read instructions carefully
• Students don't learn from mistakes in assessment tasks
• Students won't take responsibility for their learning
• Students dive into tasks without planning
• Students have no strategies when stuck
• Students don't link school work with outside life
• Dealing with mixed ability classes
• Students don't 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

8. List of Good Learning Behaviours
1. Checks personal comprehension for
instruction and material. Requests further
information if needed. Tells the teacher
what they don't understand
2. Seeks reasons for aspects of the work
at hand.
3. Plans a general strategy before
starting.
4. Anticipates and predicts possible
outcomes.
5. Checks teacher's work for errors;
offers corrections.
6. Offers or seeks links between
- different activities and ideas
- different topics or subjects
- schoolwork and personal life
7. Searches for weaknesses in their own
understandings; checks the consistency
of their explanations across different
situations.
8. Suggests new activities and alternative
procedures.
9. Challenges the text or an answer the
teacher sanctions as correct.
10. Offers ideas, new insights and
alternative explanations.
11. Justifies opinions.
12. Reacts and refers to comments of
other students

9. It is not just a set of worksheets…
• You are using a PEEL approach if you are
or are moving towards:
• Having a strategic, long-term learning
agenda focussing on multiple aspects of
quality learning and metacognition.
• Making consistent, persistent and
purposeful use of teaching procedures,
appropriate teaching behaviours and the
Principles of Teaching for Quality Learning.
• Trusting students and sharing
responsibilities and intellectual control with
students.
• Problematizing and purposefully
interrogating and developing your practice.
Becoming more metacognitive about your
teaching and developing new dimensions of
sense-making.
• Supportive and being supported by others in
a process of collaborative action research.
• State what the
procedure is for
• Run the procedure
• Debrief why and
how?

10. PEEL principles of teaching for
quality LEARNING
1. Share intellectual control
2. Look for occasions when
students can work out part
(or all) of the content or
instructions
3. Provide opportunity for
choice and independent
decision making
4. Provide diverse range of
experiencing success
5. Promote talk which is
exploratory, tentative and
hypothetical
6. Encourage students to
learn from other students
questions and comments
7. Build a classroom
environment that supports
risk taking
8. Using a wide variety of
intellectually challenging
teaching procedures

11. 9. Use teaching
procedures that are
designed to promote
specific aspects of
quality learning
10. Develop students
awareness of the big
picture: how various
activities fit together and
link to the big idea
11. Regularly raise
students awareness of
the nature Of different
aspects of quality
learning
12. Promote
assessment as part of
the process.

12. 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 what
they are looking at
• Students refused to make notes before they understood
what they meant
• Recommended that it is used sparingly
• Science alternative plan experiment using this equipment
with spurious extras.

15. Can you spot the problem?

16. Www.peelweb.org
Searchable data base

17. How- and why? What
pedagogicial purpose would te
strategy develop?
5 from 3 Quiz Before Before After After Question grid
New dictation Jumbled instructions Venn diagrams a new way
Writing in the round Moving on map What’s wrong with this picture?

18. Moving on map

19. Writing in the Round
Each student
has a sheet with
a sentence at the
top
Add successive
sentences.
Choose bes-
highlight key
ideas,
underline
succesful
writing.t
Share best with
class
Could focus on
coherence or
listing content
What must
students be
doing to make
this
successful?

23. Before before after after
• Can be done over long time period e.g.
picture of pyramids could lead to talk of
impact of tourism etc
• Can be done in a table describe what is
seen now, then before, then after then
before before
• Allow discussion within student groups

25. Before
Before
Before
Present What do you see? what do you think is
happening?
After
After
After

26. Before
Before
Before
Prese
nt
What do you see what do you
think is happening?
After What will happen in one hours
time to the pill?
After
After

27. Before
Before
Before What happened to the pill 6 months
before this picture was taken?
Present What do you see what do you think is
happening?
After What will happen in one hours time to
the pill?
After
After

28. Before
Before
Before What happened to the pill 6
months before this picture was
taken?
Present What do you see what do you
think is happening?
After What will happen in one hours
time to the pill?
After
After
What will happen to the pill in 5
days time?

29. Before
Before
What happened to the pill 5 years
before this picture was taken?
Before What happened to the pill 6 months
before this picture was taken?
Present What do you see what do you think is
happening?
After What will happen in one hours time to
the pill?
After
After
What will happen to the pill in 5 days
time?

31. What? When?
Where?
Which? Who? Why? How?
Event Situation Choice Person Reason Means
Is Present
Did Past
Can Possibility
Would Probability
Will Prediction
Might Imagination

32. • Text read by teacher students do not write but
listen. They try to get the overview of the article.
• Teacher questions
• Teacher reads again, but, more slowly but to fast
to copy!
• Students bullet point key points
• Teacher stops regularly to discuss what they
have so far
• Then give article to compare
• Additions/ changes in a different colour
New dictation

33. Jumbled instructions
• Example from a practical
• Debrief how is it different to just telling
them.
• Benefits from ambiguity

34. Venn a new way
• Do not give the diagram
• Ask them to design it
• This will stimulate lots of questions even
before they start using it.
• Students will find that they need to know
quite a bit before they can make
decisions.

35. Biscuit challenge
• Crackers
• Chocolate bars
• Chocolate
biscuits
• Cake
• Bread
• Biscuit

36. Biscuit challenge
• Crackers
• Chocolate bars
• Chocolate
biscuits
• Cake
• Bread
• Biscuit
• Butter puff
• Ritz
• Lemon puff
• Chocolate digestives
• Baps
• Crumpet
• Scones
• Doughnut
• Jaffa cake
• Tea cake
• Penguin
• Wagon wheel
• Twix
• Kit Kat
• Mars
• French toast
• Eccles cake

38. 5 out of 3 quiz
• Cut up the questions do what ever
question your group finds easiest
• You will be marked out of three
• If you score is less than three you
may now use your books as a source
of information

39. • If your answer is so it good it includes
extra relevant information you may
get 4 out of 3
• At the end of the lesson your teacher
will judge which answer is the best for
each question. This one will be
awarded 5 out of 3
• We will total your groups score at the
end
• Make sure you write your groups name
on the back of each answer sheet

40. 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?

41. 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 marks
Formula H He CO2 H2O CH4 NH3 for additional mark
Or gravity not holding helium hydrogen
Or volcanoes released gases
Or water vapour eventually cooled to form lakes oceans
What impact did volcanoes have?
• Volcanoes erupted releasing carbon dioxide and water
vapour
• When the water vapour cooled it condensed to form the
oceans
• Water formation provided an environment for plants to
evolve leading to oxygen being released
When volcanoes were having their biggest impact the
atmosphere had little oxygen
The presence of oxygen then allowed the evolution of
organisms that respired
What impact did the evolution of plants have?
• Appeared 3.5 billion years ago
• Used water and carbon dioxide for Photosynthesis released
oxygen into atmosphere
• This oxygen reacts with ammonia and methane making
water carbon dioxide and nitrogen 3 marks
Flammable to describe methane ammonia
Chloroplasts etc in context
Oxygen was a “pollutant” at the time killing some microbes
Led to a reduction in co2 levels
What is the earth’s atmosphere like today?
• Majority is nitrogen
• Next most common is oxygen
• Other gases include carbon dioxide water vapour and
noble gases
78% Nitrogen 21% o2 0.04% co2
named noble gas (especially argon)
atmosphere has been more or less the same for 200 million
years
measured in dry as water vapour would be variable
Where did the earth’s Carbon dioxide go?
• Through photosynthesis
• Became locked up as carbohydrate?
• Locked up as sedimentary rocks such as carbonates and
fossil fuels
Naming a carbonate and the fossil fuels
The process of fossil fuel formation
What is the ozone layer?
• Made from the oxygen in the air
• Absorbs harmful radiation
• Forms between 25-50kn above the surface of the earth
Formula is o3
Harmful radiation would have stopped the evolution of life

42. • Photo of 5 from 3 quiz