The TEEP model of effective teaching for effective learning, is a framework with a strong pedagogical foundation, to support a consistent approach to teaching and learning. The TEEP model draws on significant research that has identified what is required of teachers and of learners in order for them to gain the best learning outcomes possible. The model is made up of three significant components:
Effective Teacher Behaviours
One of the most significant influences on the quality of student learning at school is the class teacher. The TEEP model nominates four areas where teachers will benefit from being explicitly aware of how the decisions they make can impact their students’ learning. TEEP explores: Classroom climate; Classroom management; Interactive teaching; Variety of teaching and learning approaches.
Effective Learner Behaviours
Equal value must be given to the significance of understanding more about what effective learners do. If we want students to be responsible and independent learners then it is important that they understand more about how to learn so that they can be empowered in the learning process. Teachers need to know how to support the development of specific active learning behaviours.
TEEP explores active and effective learning behaviours in the areas of collaborating, thinking and metacognition, decision making, and communicating. We look at ways to help students construct meaning in their learning, monitor their own progress and reflect on the whole learning process.
The Underpinning Elements of TEEP
If learning is a process then the five underpinning elements of TEEP are the part of the TEEP model that supports teachers to present a relevant and purposeful curriculum to their students, as part of the learning process. The elements act as the link between what the teacher and the learner has to do (to teach and learn the curriculum content, throughout the cycle), and how they go about it (the teaching and learning behaviours they will employ).
Collaborative Learning is an approach to teaching and learning that involves groups of students working and learning together to complete a task, solve a problem or create a product.
Assessment for Learning
The TEEP model recognises that assessment is an important tool in the learning process. As the term ‘Assessment for Learning’ implies, any assessment should lead to improved learning outcomes for students. The TEEP model explores strategies and techniques that support teachers and students to give and receive quality feedback, and use assessment in both formative and summative ways.
Accelerated learning is the term that the TEEP model uses to describe the techniques and strategies that we use to actively engage learners in learning. It is based on research of brain function, student motivation and multiple intelligences and provides a platform for life-long learning by promoting the importance of understanding how we learn as much as what we learn.
Thinking for Learning
Thinking is a process that invites the learner to make sense of the information at hand. It is the way to understanding. We know that we can think in different ways and at different levels and the challenge for the teacher is to encourage their students to think deeply rather than on a superficial level so that the learning is rich and long-lasting. The TEEP model explores strategies and techniques, including ideas from De Bono and ways to use Anderson’s taxonomy of cognitive thinking as a support to develop higher order thinking in the belief that it will deepen understanding and enrich student learning.
Effective Use of ICT
Our students are growing up in a world that increasingly uses ICT to communicate knowledge, ideas and information. The digital world is their present and their future. Teachers need to seek for opportunities to use ICT to reflect real world examples that will enhance student learning.
The TEEP Learning Cycle
The TEEP learning cycle is used by teachers as a guide to plan relevant, purposeful and stimulating lessons. Teachers can be confident that if each of these elements is considered during planning, then the lesson or series of lessons will be more likely to actively engage students in their learning. By definition the cycle does not mean that each element is discrete or linear, rather it is intended to provide the basis for a strategic and cohesive sequence of activity that will enhance the students’ learning.
Prepare for Learning
Teachers will work strategically with their students to develop a climate that is conducive to learning. It will include consideration of three main areas: The physical environment; the social/emotional environment; the intellectual environment.
Agree Learning Outcomes
Teachers will explicitly share the learning outcomes and success criteria with students. The outcomes should be used later in the lesson as well as reference points and also to evaluate progress made against achieving the outcomes.
Introduce/Present New Information
Now students will be presented with or introduced to the new information that they are required work with. Teachers need to consider what will be the best way to present the information so that it provides for maximum inclusion of the students.
Students are given the time and opportunity to develop understanding of the new information and to practice their developing skills. The students are actively engaged in exploring the content.
Apply to Demonstrate
Students are participating in a task or tasks that will allow them to demonstrate their understanding of the content that was presented and apply the new learning in a different situation.
A critical element in the process of teaching and learning as it is at this point that teachers can challenge the students to make their learning explicit. Although Review is the last of the elements of the cycle to be described, it should not be seen as coming only at the end of a lesson.
To find out more, contact our TEEP team.