Guide
Name
KWL
Description
The acronym KWL stands for what students Know, what they Want to know, and what they Learned. There are many variations of the KWL strategy and all of them provide a systematic process for accessing prior knowledge, developing and answering questions, and reviewing learning. A KWL may be used for short- or long-term learning, and should be revisited throughout the learning process in order to provide opportunities for students to reflect on their learning. KWL Plus adds to the process by including mapping and summarizing text.
Purposes
- [Statement] In order to plan for instruction and assessment, think about your learners' needs and your goal. Why are you using KWL/Plus? [Cluster] - [Statement] To demonstrate ability to plan and focus an inquiry (InquiryCluster 3.1): Students use the &lsquoK'- know section of KWL to summarize and classify prior knowledge, to develop focusing questions, and to plan an inquiry. [Cluster] Cluster 3.1- Inquiry - [Statement] To demonstrate ability to gather, assess, select, and process information (Gather and Make Sense of Information- Cluster 3.2): Students use the &lsquoW'- want to know section of KWL to search for, assess, and make sense of information from various sources. [Cluster] Cluster 3.2- Gather and Make Sense - [Statement] To demonstrate ability to organize, record, and assess information (Inquiry- Cluster 3.3): Students use the &lsquoL'- learn section of KWL to organize information, make notes, and develop new understanding. [Cluster] Cluster 3.3- Inquiry
Specific Learning Outcomes LICT Descriptors How To Do
- KNOW 1. With student input present a specific topic for brainstorming. 2. Through discussion, teacher and students generate ideas about the topic, recording them on the blackboard, overhead, or chart paper. 3. Students sort the ideas into categories using a strategy such as Think-Pair-Share and list in the &lsquoK' section of a KWL Chart. - WANT TO KNOW 1. Through class discussion provoke questions, disagreements, or intriguing ideas, and highlight gaps in students' knowledge. 2. Students build a concept map in the W column of the KWL Chart, to indicate what they know and want to know. This will show gaps in students' knowledge. 3. Students list questions they would like to have answered. 4. Students are given possible sources, or brainstorm possible sources of information to answer their questions. 5. Students use comprehension strategies such as SKIM, SCAN, SMART or Signal Words to make sense of information. - LEARNED 1. Students write answers in the &lsquoL' section, parallel to their questions in the &lsquoW' section. 2. Students check which questions they still need answered and search various sources. 3. Students categorize and record information in note form in the &lsquoL' section Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
- PLUS (for KWL Plus) To conclude the KWL process, students build a mind map of their information. Students write summaries of their information including connections and relationships among categorizes of information. Related Information
There are no electronic Š permissions for KWL/KWLPlus frames. For hard copy versions, refer to Success for All Learners pages 6.20-6.21. Also refer to Kindergarten to Grade 8 English Language Arts: A Foundation for Implementation, "Strategies that Make a Difference" pages 89-93. Model each of the phases of KWL/KWL Plus and provide guided practice in the use of the strategy before expecting independent use. Consider having students use Inquiry Notebooks to record new information and questions, to summarize knowledge of their topics, and to reflect on using KWL/KWL Plus to structure inquiry.
Variations
Cooperative KWL is especially useful for young children working in groups. At the beginning of a unit, the topic to be explored can be divided into subtopics. Each group is assigned a subtopic, and follows the steps of the KWL strategy. If the class is studying the Inuit, for example, one group could look at food, another at clothing, and another at shelter. Knowledge Chart is a variation of KWL where "Need to Know" is substituted for "Want to Know". Knowledge Chart blm/ela/g/success95 SBLM Seven-Step Knowledge Chart blm/ela/g/success96 SBLM Listen-Draw-Pair-Share is a strategy used with KWL in which students represent their prior knowledge through a labeled sketch or drawing. Before the KWL process, students discuss what they need to know and after completing the process they return to their sketch or drawing to either incorporate changes or to re-sketch.
Assessment / Think Abouts
Construct student-generated criteria to assess work samples such as organizational frames, notes, or Inquiry Notebooks. Develop class checklists to guide students through inquiry and to self assess inquiry: criteria for choosing resource materials, questions for evaluating the usefulness of information, points to consider when reviewing an inquiry, and reflecting on the inquiry process.Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.docCriteria Setting link to file Construct student-generated criteria to assess work samples such as organizational frames, notes, or Inquiry Notebooks. Develop class checklists to guide students through inquiry and to self assess inquiry: criteria for choosing resource materials, questions for evaluating the usefulness of information, points to consider when reviewing an inquiry, and reflecting on the inquiry process.Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.docCriteria Setting link to file Record focused observations to determine prior knowledge, gaps, misconceptions, curiosity, and starting points for instruction. Focused Observation Form blm/ela/g/blm_5 TBLMFocused Observation Form Sample blm/ela/g/blm_5a TI
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -
Guide
Have students peer and self assess based on criteria set.Reflection link to file Self-Assessment link to file Reflection Metacognition blm/ela/g/blm_1 SBLM Have students select a KWL/Plus chart to add to their portfolios as evidence of growth in their thinking over time. Link to portfolio References
- Success for All Learners, pages 6.20-6.21 (Attachment 2 BLM 6.94 no electronic © permission). Kindergarten to Grade 8 English Language Arts: A Foundation for Implementation, "Strategies that Make a Difference" pages 89-93 (BLM 65 & 66 no electronic © permission).
Keywords
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