What's New

PEEL - 2019

PEEL is now 34 years old. After starting in one seconday school in Melbourne, Victoria it has spread to schools around the world. 

What 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 33 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 these writings.

Although PEEL is not as active as it once was, new resources are constantly being added.

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).)

A Taste of PEEL

On our Ideas page we have sample articles taken from PEEL resources.  Here we feature extracts from PEEL resources developed by teachers over 30 years.

Click here for these articles on our Ideas page

Further articles can be found in our   Ideas archive

All of these articles are taken from 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).  

PEEL Facebook page

PEEL has a presence on Facebook.. Please share your ideas with us via our Facebook space. We would like to promote discusion on these posts and of ideas that teachers have for improving learning in their classrooms.

More about PEEL

The PEEL office continues to provide support and resources to teachers interested in PEEL. .Please email David Lumb if you have any queries. 

The Sharing Pedagogical Purposes research group developed exciting ideas for teachers interested in promoting deeper learning in their classrooms. (Read about 10 Journeys of Change on the About PEEL page).

 For first time users you can find a great deal of useful information about PEEL on our About PEEL page. Just follow the links to obtain extra information. If you wish to find out more don't hesitate to contact us. Some features of the website include

  • Detailed information about PEEL  including PEEL Groups in schools and Primary PEEL
  • A tutorial showing the features of and a how to use guide of PEEL in Practice which contains a huge repository of teacher knowledge acquired over the 29 years of the Project
  • Easy ordering of all PEEL publications together with summaries of the contents of each item
  • For registered users of PEEL in Practice online an easy log in. Simply log in with your user name and password on the side of this page and you will see the active link at the top of the page "Start PEEL in Practice application". This will enable you to access all the articles published up until the end of 2015.
  • A Search facility which will enable you to find articles on a huge range of topics from the PEEL in Practice database. To access the articles you will need to subscribe to become a registered user but a free two week trial is available.

PEEL Resources

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

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.   

Principles of teaching for effective learning: the voice of the teacher

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).

Teaching for Effective Learning, the complete book of PEEL teaching procedures, 4th Edition

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.

PEEL Research Groups

A resource recently posted on the PEEL site is a document about the thinking of skilled teachers.  It is the result of a project which worked with practicing teachers over a period of two years. It is of particular interest to teachers of Science but is also applicable to others. Follow the links below to read the full document.

Pedagogical reasoning in Science classes (Published April 2018)

Shulman (1986)[1], when he proposed the term pedagogical reasoning described it as the thinking that teachers engage in when they have to turn a piece of content (which he framed as being in a text) into something that was “pedagogically powerful.” This document then is about the thinking of skilled teachers. It flows from several years of research that began with the teachers in the cross faculty Sharing Pedagogical Purpose group –research that led to the 10 Journeys of change among other things. This research provided a framework that led to a three year Australian Research Council large grant that allowed a Monash team to work over 3 years with two cohorts of 20 primary and secondary teachers of science from the Catholic education office.[2] A small group of participants continued to work with Melissa Tham, Stephen Keast and Ian Mitchell in 2017. As a kit for leaders, not a book, this document does not go into all the detail that we could and assumes readers understand the ideas and broadly share the values behind what is written. At this point, we do not know if and how it might be used with wider audiences.

We share it here as a document that pulls findings together from a leadership perspective. If anyone is interested in providing feedback of any kind, we will be very interested in what you have to say.

Part One:  Leadership and building shared values within a group of teachers

Part Two: Examining ways of breaking down topics for greater engagement, big ideas, quality learning and context

[1] Shulman, L. (1986). Those Who Understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

[2] Very briefly the framework describes the pedagogical reasoning of expert teachers as a very non-linear process that “pinballs’ between four focal concepts: considering what should be the big ideas, planning for student engagement, designing teaching that will stimulate and support quality learning and quality learners and working with contextual constraints and opportunities. This reasoning is moderated by a fifth focal concept – aspects of teachers’ personal identities.

Sharing pedagogical purposes project

This was set up early in 2008 and continued for  seven years. Some of the themes  investigated by participants included:

  • Doing things WITH students, not for or to them.
  • Teacher models being a learner/thinker
  • Remembering/recounting vs reflecting
  • Noticing good learning (and getting excited)
  • Students select procedures.
  • The physical environment
  • The emotional environment
  • Language for learning
  • Learning as a journey.