The KWL , or KWL chart table, is a graphical organizer designed to assist in learning. The KWL letter is an acronym, for what the student, in the lesson, is now k now, w ant to know, and finally l get it. It is part of a constructivist teaching method in which students move away from what is considered traditional teaching and learning methods. In this particular methodology the students are given space to learn by building their own learning speed and their own style of understanding of a given topic or idea. The KWL table or table is developed in this methodology and is a form of instructional reading strategy used to guide students taking them through ideas and texts. The KWL table is usually divided into three columns entitled Know, Want, and Learn. Tables come in various forms because some have modified them to include or exclude information.
It may be useful in research projects and to organize information to help learn to test.
Video KWL table
Introduction to class
The KWL chart was created by Donna Ogle in 1986. The KWL chart can be used for all subjects throughout the group or small group atmosphere. Graph is an understanding strategy used to enable background knowledge before reading and is truly student-centered. Teacher divides a sheet of graph paper into three columns. The first column, 'K', is for what students already know about a topic. This step should be completed before reading. The next column, 'W', is for students to make a list of what they want to learn about the topic during reading. This step should also be completed before reading. The third column, 'L', is for what students learn from the reading. This step, of course, is done after reading. The KWL chart can also be used in the reading instructions at the beginning of a new unit.
Here's what the KWL chart looks like:
Things to keep in mind
Required materials may vary on the type of classroom activity the teacher wants to work on. For class activities if the teacher divides the class for a particular topic then 1 paper with a KWL chart per group should be given. But if the teacher wants each child to exchange ideas on a given topic then each individual must have their own student paper copy.
In the 'K' column, the teacher should make sure that he has all the questions ready for the students to brainstorm on certain ideas that need attention in that class. These questions help students to be asked to think in a certain direction that will lead them to the first step of brainstorming. Also ask students the reason for their answer. By this the teacher makes them aware of their association with answers. Questions like "what makes you think that way?" will guide them well. In the 'W' field, ask a related question or like a question to get them to come to mind. questions like, "what do you want to learn more about this idea?" can help them to analyze and think more. The teacher here must be ready with his own set of questions that will relate the student's questions to the idea in the text. This is done so that students do not lose the flow of the text and do not lose the purpose of the activity. In the last column of 'L', help students come out with their own creative ideas and analysis. Also in this special column, teachers should ask students to distinguish between answers to their questions and ideas in other columns and ideas they find interesting. Finally, the teacher will help students to consult with other sources who will answer their questions that are not mentioned in the text.
The KWL chart can be used to encourage classroom instruction. Teachers can create lesson plans based on students' interests and questions and their needs. Using this strategy can increase motivation and attention by enabling prior knowledge of students. This allows the teacher to understand the students' early knowledge and student interests in the topic.
Maps KWL table
Destination
A teacher has many reasons to use KWL charts in the classroom. First, the KWL chart activates the previous student's knowledge of the text or topic to be studied. By asking students what they already know, students think about previous experiences or knowledge about the topic. Furthermore, the KWL chart sets goals for the unit. Students can add their feedback to the topic by asking what they want to know. Students then have a goal to participate and engage in the topic. Also, using KWL charts allows students to extend their ideas beyond the text used in the classroom. By being aware of student interests, teachers have the ability to create projects and tasks that students will enjoy. The KWL chart is a tool that can be used to encourage instruction and guide student learning. The KWL chart is used by elementary teachers from literature to science. They are also used to teach historical content at a basic level.
Study tool
The KWL chart can be used as a study tool for individuals, groups, or entire classes. This is a way to synthesize information into visual help. Students can also track what they have done and what they still want, or need to do.
Required material
Required materials may vary on the type of classroom activity the teacher wants to work on. For class activities if the teacher divides the class for a particular topic then a paper with a KWL chart per group should be given. But if the teacher wants each child to exchange ideas on a given topic then each individual must have their own student paper copy.
Special learners
KWL diagrams can be used with all students, but there are certain student groups that are good enough for this strategy, including visual learners, young learners or ESL learners. Since the chart is a graphical organizer, graphics can help visual learners. The information is presented in a user-friendly manner visually accessible. Because of the visual nature of the KWL chart it can also be useful for young learners like preschoolers. Words may not be necessary and images can be used to express ideas in the graph. Because the images can be used alone or together with words, the KWL chart can provide assistance for students learning a second language.
Adaptations
There are various adaptations of the KWL chart that can be used in the classroom.
Hill
One of the adaptations that Hill created was the extension of the traditional KWL chart to include columns for "Advanced Progress" at the end of the table. This allows students' knowledge to go beyond what they have learned in the classroom. The idea behind these extra columns is to encourage students to continue learning.
KLEW
Another adaptation of the KWL chart is the KLEW chart. The KLEW chart was developed by a group of people with diverse backgrounds including a primary school teacher, a professor and a professional development specialist. In this graph, "K" means what the student knows about a topic, "L" for what is being studied, "E" for evidence supporting the previously described learning, and "W" to wonder, leaving space for further questions. This table is different from traditional KWL charts because it places an emphasis on observation and examination of evidence that supports what they see.
Mooney
Margaret Mooney suggests variations on the KWL chart by adding a fifth column to the traditional chart. This column will be located between "W" and "L". The goal is to answer the "How" question. This encourages students to develop their own way of how they will find more information. This can be very useful in science for experimental purposes.
Assessment and evaluation
The KWL chart is useful for completing formative assessment in the classroom. This allows the teacher to know the student's previous knowledge about a particular topic. From this knowledge, teachers can then direct their lessons based on this information. The KWL chart can be completed when starting a new topic and added to the entire unit. Furthermore, teachers can find out what students have learned at the end of their lessons.
The KWL map works well to check every student or entire class to understand their thinking and learning.
Benefits
According to Jared and Jared (1997), KWL was founded with a motive for improving students' comprehensive reading skills. This is done by designing three levels of activities that focus on different learning styles of the individual. According to Glazer (1998), students fail to enjoy text or content because they fail to understand it. Therefore, KWL enhances their comprehension skills as activities through each step by step. According to Szabo (2006), the KWL table uses a pre-after-life strategy for students to improve their comprehension skills. The students start by brainstorming prior knowledge about the topic and then ultimately developing curiosity about the topic. This builds their interest on the topic and they want to learn more about the topic. The KWL chart provides an opportunity for individuals to build self-motivation on the topic. Through the KWL chart, students undergo self-evaluation because they know what they want to learn and what they really understand. Therefore, KWL gives students some space to explore topics through other sources and build their knowledge.
See also
- SQ3R
- PQRST
References
Bibliography
- McKenna, M. (3) Help for a troubled reader: strategy for classes 3-8. New York: The Guilford Press.
- Valmont, W. (2006). Technology for teaching and learning literacy. New York: Houghton Mifflin Company.
- Allington, R. and Cunningham, P. (2004). Working classroom. Boston: Allyn and Bacon.
- Padak, N. and Rasinski, T. (2004). Effective reading strategy: teaching children who have difficulty reading. New Jersey: Pearson Education, Inc.
- Buehl, D. (2006). Classroom strategy for interactive learning. Delaware: International Read Association.
External links
- Jones, R. (2007). "Reading query strategy"
- Conner, J. (2006). "Instructional reading strategy: KWL"
Source of the article : Wikipedia
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