Good Learning Behaviours

List of Good learning behaviours (GLBs) identified by PEEL project
(Project to Enhance Effective Learning)

Tells teacher when they don’t understand 
Asks teacher why they went wrong 
Tells teacher what they don’t understand 
Checks work against instruction, correcting errors and omissions 
When stuck, refers to earlier work before asking teacher 
Checks personal comprehension of instruction and material. Requests further information if needed 
Seeks reasons for aspects of the work at hand*
Anticipates and predicts possible outcomes 
Plans a general strategy before starting 
Explains purposes and results*
Checks teacher’s work for errors; offers corrections*
Seeks links between adjacent activities and ideas 
Seeks links between non-adjacent activities, ideas and between different topics*
Independently seeks further information, following up ideas raised in class*
Seeks links between different subjects*
Asks inquisitive but general questions 
Offers personal examples which are generally relevant*
Seeks specific links between schoolwork and personal life*
Searches for weaknesses in their own understanding; checks the consistency of their explanations across different situations 
Suggests new activities and alternative procedures*
Expresses disagreement 
Offers ideas, new insights and alternative explanations 
Justified opinions 
Reacts and refers to comments of other students 
Challenges the text or an answer the teacher sanctions as correct*
*Behaviours that might be dependent on a collaborative culture (G. Rowe)

Adapted from Baird, J.R. & Mitchell, I.J. (Eds) (1986) Improving the Quality of Teaching and Learning: an Australian case study – the PEEL Project. Melbourne: Monash University.

© G.Rowe