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Using PEEL to turn passive learners active
Darren Mead
What is PEEL
• The Project for Enhancing Effective Learning
• was 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
PEEL principles of 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
• 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.
A PEEL Start point
• The Semantic map• Original thoughts and questions• End of lesson different colour to
change add and amend ideas• Highly motivating as students can
see progress
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.
Intellectual control
• May need surrendering, but definitely shared
• Rather than asking what you want to know ask what do you wonder
• Increases student interest, self esteem, reveals misconceptions.
• Student ownership of the learning• Students motivated by the
responsibility
Alphabet analyser
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
• Increases interaction with text and recall
• Replace all vowels in a piece of text and it
• Xs stxll xndxrstxndxble!!!
• Differentiate by having no support text, amount of translating or missing out th vwls ll tgthr!!!!
“X” marks the vowel
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
Process linking activities
• Often only interested in end product, eg a piece of coursework
• But students actually go through a lot of thinking to get there
• Formalise this and value the stages• This example is exam question
practice
Reading logs• Observations• What is the article about?• Links with other concepts being studied?• What technical/ structural parts of the brain are used?• Theories• What is the point that the author is trying to make?• What relevance has this article got to your study of the brain?• Is the author trying to tell you something about you? About Human beings? About our world?• Why did the author write this text?• Can I learn something from this text• Predictions• “I wonder if…..”• “Maybe…• Reactions and responses• “I like…”• “ I dislike …”• What does this article make you think about?”• Questions• For the author• For the scientists?• Quotations from the text• Reflections ( after you have read the article at least once)• On your interest level• Authors language• How scientific is the article?• Does the title help “sell” the article?
Post box responses
• A method that ensures all students respond.
• Use at the start of a module• Use for open ended opinion topics
that will lead to debate Example• 6 statements for comment. All
students respond• 6 groups to compile and feedback
the responses
Yes but what about this one
• Puzzle drill• The teacher draws up a 4x4 grid • writes an answer and either a question
that will give that answer • Some dummy answers and questions
need to be added to the outside edges of the grid.
• Each jigsaw piece needs two answers and two questions/data sets.
Fact in fiction• Fact in Fiction – Creative writing challenge• A key skill for anyone working in healthcare is empathy, being able to feel
their emotions by imaging to “walk in their shoes”. As part of your training we would like you to imagine you are a patient who has just been cured of a stomach (peptic) ulcer, that had been troubling you for sometime.
• We would like you to start at the beginning of your story and tell it up to this point in time. Give details of what happened and how you felt at each stage of the process. Obviously, this is a science assignment and you are therefore will be credit for the use of scientific detail. Use the fact sheet provided to research the facts for your story. You MUST underline each use of these facts throughout your writing. For example.
• My name is Boris, I am 73 years old and I’m sat on a bus. I often suffer terrible indigestion after each meal, although the worst pain is when I eat on an empty stomach .My wife has nagged me into going to see the Doctor, I’m on the 27 bus now and its approaching the doctor’s surgery…..
• Make sure you include• The symptoms of an ulcer• What and endoscope is and how it works• How the doctors used the endoscope to confirm your ulcer• What medication and advice the doctors gave you to help cure your ulcer.
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
Chain reaction
• You and your genes module review example
• Active listening• Each student must try to answer (in
their heads each question)
PEEL principles of 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
• 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.
