![]() ![]() ![]() ![]() We have always resisted producing a Program with x steps for change as this positions teachers as consumers of the ideas of others, not as generators of ideas, however by taking this stand we narrow the impact PEEL can have in schools. Over the years I have had many requests from school leaders who want something from PEEL that will be seen as valuable by all (or most) staff, not just those with the sorts of interests shared by the first PEEL groups. Not all teachers want to take on such an ambitious challenge some just want some ideas for better lessons. How can our resources be used to meet the needs of a wide range of teachers? PEEL began with a teacher group who shared concerns about passive, dependent learning in their own classrooms and were interested in taking on the role of collaborative action researchers to generate new knowledge about promoting metacognitive learning. The second issue relates to a challenge that PEEL has been confronted with for a number of years. The framework of the journeys is designed to unpack what these teachers have been doing in ways that allow others both to plan their own strategies for change and to make better sense of what happens as change is attempted. Skilled teachers develop a year-long ‘learning curriculum’ that runs in parallel with their content agendas. Some aspects of change take time and need teaching approaches that are coherent, consistent and persistent. The first flows from one of the early findings of the first PEEL group, that changing how students learn has to be seen as a multifaceted and evolutionary process. The framework of 10 journeys can help teachers scaffold both their own development as teachers trying to improve learning and what they do with a class during a school year. ![]()
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