Why is PEEL the Barry Cryer of education?

“You can trace all good jokes back to Barry Cryer”

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

Metacognitive stragetgies 0.69

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

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

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?

PEEL principles of teaching for quality LEARNING

1. Share intellectual control2. Look for occasions when students can work out part (or all) of the content or instructions3. Provide opportunity for choice and independent decision making4. Provide diverse range of experiencing success

5. Promote talk which is exploratory, tentative and hypothetical6. Encourage students to learn from other students questions and comments7. Build a classroom environment that supports risk taking8. Using a wide variety of intellectually challenging teaching procedures

9. Use teaching procedures that are designed to promote specific aspects of quality learning10. 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 learning12. Promote assessment as part of the 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

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.

Can you spot the problem?

Www.peelweb.org

Searchable data base

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?

Moving on map

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?

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

Before

Before

Before

Present What do you see? what do you think is happening?

After

After

After

Before

Before

Before

Present

What do you see what do you think is happening?

After What will happen in one hours time to the pill?

After

After

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

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

AfterWhat will happen to the pill in 5 days time?

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?

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

• 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

Jumbled instructions

• Example from a practical • Debrief how is it different to just

telling them.• Benefits from ambiguity

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.

Biscuit challenge

• Crackers• Chocolate bars• Chocolate

biscuits• Cake• Bread• Biscuit

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

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

• 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

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 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 releasedWhen volcanoes were having their biggest impact the

atmosphere had little oxygenThe 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 marksFlammable to describe methane ammoniaChloroplasts 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 gases78% Nitrogen 21% o2 0.04% co2named noble gas (especially argon)atmosphere has been more or less the same for 200 million

yearsmeasured 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 fuelsNaming a carbonate and the fossil fuelsThe 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 earthFormula is o3Harmful radiation would have stopped the evolution of life

• Photo of 5 from 3 quiz