What is KWL?
KWL is generally presented to the students in chart form (see example provided). It can be used with students independently, in small groups, or as a class discussion. .
Why KWL is Effective
KWL is effective because it requires students to activate
prior knowledge to become engaged with the topic. Through using the KWL strategy, students must
become active thinkers before they even begin reading (Carr & Ogle, 1987). When they do turn to the text, they are given
specific topics or an idea to look for, which focuses their attention. They are
then rewarded and motivated by reflecting on what they have learned, which
increases the likelihood of them retaining the information. Flavell (1979) states that the process of meta cognition (thinking about thinking), results in self awareness and self regulation for students in their learning process.
This strategy is also effective because it sets the purpose
and creates interest in the unit or topic to be covered. Because students are allowed (and encouraged)
to think about the topic outside of what they have learned in the classroom,
they are much more likely to enjoy the topic, and want to know more. This strategy allows the teacher to see what
areas are of most interest to the students, and where students have the most knowledge. They can then plan projects, assignments,
and lessons accordingly.
When/Where is KWL used?
KWL is considered an "integrated strategy" in that it covers more than one stage of an instructional lesson. It involves pre-reading, reading, and post reading stages of a text centered lesson (Vacca & Begoray, 2005). It is best used at the beginning of a unit, to introduce the students to the topic and get them interested in what is to come. It can also be used as "assessment as learning" for students during the unit as a self check to see what they have learned.
The KWL strategy requires a very basic classroom set up. The KWL chart should be provided to students, while the teacher needs either an overhead projector, or a white/chalk board to record student questions as part of the class discussion.
The KWL strategy requires a very basic classroom set up. The KWL chart should be provided to students, while the teacher needs either an overhead projector, or a white/chalk board to record student questions as part of the class discussion.
How do you use KWL?
As previously mentioned, depending on the ages and ability level of the students, there can be different ways of applying the KWL strategy. If using the strategy for the first time, it is recommended that the teacher plays a more active role in directing the process, as outlined below. The following instructions have been taken from the textbook "Content Area Reading: Literacy and Learning Across the Curriculum."
1. Introduce KWL strategy in conjunction with a
new topic or text selection. Begin with dialogue from teacher:
“it
is important to first find out what we know about this topic. Then we want to anticipate how an author is
likely to present and organize the information.
From this assignment we can generate good questions to focus on reading
and study. Our level of knowledge will
determine to some extent how we will study.
Then as we read we will make notes of questions that get answered and
other new important information we learn.
During this process some new questions will probably occur to us; these
we should also note so we can get clarification later.”
Teachers role: It is important to explain
to students what their role is and why it is important for them to critically
analyze what they know and to ask questions about these topics that they will be reading/studying.
Model the KWL format and process on the
board.
2. Identify what students know about the topic
(K)
This can be done in the form of
brainstorming and class or group discussion, writing ideas on the board so they
are visible to students. Use the same
format of the KWL sheet you will give to students so they are familiar with it.
Record everything students think they
know about the topic, including misconceptions.
Teachers role: Help learners recognize that
differences exist in what they think they know.
These differences can be used to help students frame questions. Key in this step is to not evaluate “right” or
“wrong” answers, but to have students actively engage in making associations
with the topic.
3. Generate a list of student questions (W)
Example questions:
“What do you want to know more about?”
“What are you most interested in learning
about?”
Teachers role: Encourage questions to be asked about what
they want to learn about the material they are going to study
After you have completed this as a class, have students
refer to their own sheets and write down questions/topics they want to know
more about. This makes it more
meaningful to them as individuals, and will help them focus on what really
interests them. This also forces them to
make connections to what they know, in case in the earlier stage they did not feel
comfortable speaking in front of the class.
4. Anticipate the organization and structure of ideas that the author is likely to use in the text selection.
As part of preparation from reading, have
students next use their knowledge and their questions to make predictions about
the organization of the task.
Example question from teacher: “ How do you
think the author of a text or article on ____ is likely to organize the
information?”
Have students focus on the ideas they
brainstormed and the questions they want to know to predict possible categories
of information. Do as a group on the
board, then have students return to their individual sheets to make individual
choices.
5. Read
the text selection to answer the questions
As students engage in interactions with the
text, students write answers to their questions and make notes for new ideas
and information in the L column.
Teachers role: May need to model for students
how to record under the L column
Debrief
with students after they have read the text and have completed writing
responses in the L column. Invite them
to share answers to questions they had asked.
Then ask: “What new ideas did you come across that you didn’t think you
would find in the text?” Record and discuss the responses.
6. Engage
students in follow up activities to
clarify and extend learning
Use KWL as a springboard into post reading
activities to internalize student learning.
Activities may include construction of graphic organizers to clarify and
retain ideas encountered during reading or the development of written
summaries.
A KWL example
To show how the KWL strategy is applied, I have taken a sample class from a teaching practicum I completed last year. The class was a grade 9 social studies class, with 14 girls and 12 boys. Two of the female students were exchange students from Mexico, who had some basic English skills, but were not reading and comprehending at a grade 9 level in English.
I used a prescribed learning outcome from the grade 9 social studies integrated
resource package to show how it can satisfied using the KWL strategy.
PLO: “ identify and describe the physiographic regions of Canada
and processes that formed these regions”
How to:
1. Introduce KWL as suggested previously. Give students the KWL handout and explain their role.
2. Identify what students know about the topic (geography of Canada)
Teacher: " Ok class up until this point in the course we have focused on events that have occurred in Europe, but from the 17th century on, more and more Europeans left Europe for North America. When they got here they found extremely varied landscapes. Can anyone tell me what they know about the geography of Canada?"
Have students first provide answers as a class discussion, then have them write what they know under their "K" column.
Example student responses:
- I know there is more snow in the Northern parts of Canada
- I know the climate is different from the coast to the interior parts of Canada
- I know the different regions have varied plants and animals
Generate a list of student questions
Generate a list of student questions
This can be done first as a class discussion, then students may write their own questions on their sheet.
Example student questions:
- How did these different regions form?
- How many different regions are there?
- Why is the weather and climate different in different parts of Canada?
4. Anticipate the organization and structure of ideas the author is likely to use
Ask students "How do you think the author of the textbook is likely to organize the information about the geography of Canada?" Discuss answers as a class.
5. Read the text to answer the questions
Have students read chapter 6 in their textbooks. As they come across answers to their questions, have them make notes in their "L" column. After they have done this individually, have them share their answers with the class.
6. Engage students in follow up activities to clarify and extend learning
For this unit, I assigned a group project to the students. Students were divided into groups, with each group assigned one of the geographic regions of Canada. As a group they had to research their specific area, describing it's specific location, the climate and vegetation in the area, and highlight 2 environmental issues in the region. They then constructed a poster using images and text, and had to present their region to the class. After all groups had presented, they were given a sheet to fill out on each region, and had to do so by examining their classmates posters to find the information.
How KWL Can Be Adapted
KWL is an easily adaptable strategy, whether its for students of various age or ability levels. As I had two students who were learning English as their second language, there were ways the strategy could be adapted to better suit their learning needs. One possible adaptation is to have them complete the KWL in small groups. This may help the student develop their idea through vocabulary, with the assistance and guidance of the other students in the group. Another is to have the students complete the chart using illustrations.
Another general adaptation suggested by Hill (1998) is to add another "W" to the KWL chart, for an additional "Wonder" or "Want to know" column. This column is for students to record new questions they have as a result of their reading. These may be addressed as part of the unit, or students may wish to explore these questions individually. The KWL sheet can be re-visted throughout the unit, as they encounter new information. They may wish to add drawings to help illustrate learning. Another suggestion is to add a 5th column, for "How" the students plan to research the answers to the questions they have posed or want to learn more about.
With no adaptations, KWL can still be used effectively for students struggling with English. Because the strategy focuses on what the students know, want to know, and have learned in an independent sense, it allows students to work and learn at their own pace. This gives the teacher an idea of what the students already know and are comfortable with, and what they are most curious about. Once they have filled out the "learn" part of the KWL sheet, the teacher can use the sheet as an assessment tool to see if what ideas or topics need the most attention for the student.
Considerations
To make this strategy as effective as possible, ensure that the classroom environment is set up in such a way that students feel comfortable sharing their ideas, questions and knowledge with the class. Students may need several demonstrations before they understand or feel comfortable completing the chart themselves. As a teacher it is your role to ensure that they have the support they need to be able to complete the KWL strategy properly, so that they can use the strategy effectively.
Resources
Begoray, Deborah.,Vacca, Richard., Vacca, Jo Anne. (2005). Conent Area Reading: Literacy and Learning Across the Curriculum. Pearson Education Canada Inc., Toronto: Ontario
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