K-W-L
Although KWL charts are typically used for a unit or concept for this strategy I would encourage students to use academic language to enhance their charts. I also think it would be helpful to see if the students have any prior knowledge of the new vocabulary word being introduced (the 'K-what we know' portion of the chart). Students could then decide what additional information they want to the about the new term (W). Finally for what we learned (L) I would expect students to be able to have a well rounded definition of the word. "KWL is intended to be an exercise for a study group or class that can guide you in reading and understanding a text. You can adapt it to working alone, but discussions definitely help."(Study Guides and Strategies, n.d.)
"Teachers follow these steps:
- Post a K-W-L chart. Teachers post a large chart on the classroom wall, divide it into three columns, and label them K (What We Know), W (What We Wonder), and L (What We Learned).
- Complete the K column. At the beginning of a thematic unit, teachers ask students to brainstorm what they know about the topic and write this information in the K column. Sometimes students suggest information that isn’t correct; these statements should be turned into questions and added to the W column.
- Complete the W column. Teachers write the questions that students suggest in the W column. They continue to add questions to the W column during the unit.
- Complete the L column. At the end of the unit, students reflect on what they’ve learned, and teachers record this information in the L column of the chart." (Tompkins, 2014)
Image Source: http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html (K-L-W, 2015)
Variation Incorporated into Investigations
"A traditional KWL chart records what students already Know about a topic, what students Want to learn about a topic, and, after explorations, what students have Learned about the topic. Similar to the KWL, the purpose of the “K” in our modification is to learn what students know of a topic and to use that information to help guide instruction. However, the inclusion of the word “think” in these questions encourages students to share all their initial ideas, even those that might not be the “best” scientific explanation (Crowther and Cannon 2004). It also supports the idea that what students think they know can change as a result of the inquiry lessons.
“L” stands for “What are we Learning?” Learning occurs by conducting active investigations to find out about a topic. This differs from the traditional KWL because in a KWL, students’ “wonderings” occur before investigation and then they conduct investigations and record what they found out in the “L” column. In KLEW, these activities are transposed. Learning precedes “wonderings” or what you want to learn about, which emerge through continued investigation and explanation building.
“E” stands for “What Evidence supports what we are learning?” Evidence is the data that results from the investigations. In order for students to record a statement under the “L” column, they must be able to provide specific data that supports the statement. This is a significant difference from the KWL—the KLEW chart makes evidence essential to the learning.
Finally, “W” stands for the “wonderings” (What new wonderings can we investigate?) that occur as a result of students’ investigative activities. Throughout the lesson or unit, students come up with questions and ideas that may further learning. These are recorded in the chart’s final column. Emphasis is placed on asking testable questions." (Hershberger, Zembal-Saul, & Mary L. Starr, 2006)
“L” stands for “What are we Learning?” Learning occurs by conducting active investigations to find out about a topic. This differs from the traditional KWL because in a KWL, students’ “wonderings” occur before investigation and then they conduct investigations and record what they found out in the “L” column. In KLEW, these activities are transposed. Learning precedes “wonderings” or what you want to learn about, which emerge through continued investigation and explanation building.
“E” stands for “What Evidence supports what we are learning?” Evidence is the data that results from the investigations. In order for students to record a statement under the “L” column, they must be able to provide specific data that supports the statement. This is a significant difference from the KWL—the KLEW chart makes evidence essential to the learning.
Finally, “W” stands for the “wonderings” (What new wonderings can we investigate?) that occur as a result of students’ investigative activities. Throughout the lesson or unit, students come up with questions and ideas that may further learning. These are recorded in the chart’s final column. Emphasis is placed on asking testable questions." (Hershberger, Zembal-Saul, & Mary L. Starr, 2006)
Image Source: https://s-media-cache-ak0.pinimg.com/originals/ea/5d/ca/ea5dca88033016d7706903c518d63c69.jpg
References
Hershberger, K., Zembal-Saul, C., & Starr, M. (n.d.). Books & Resources. Retrieved July 7, 2015, from http://www.nsta.org/publications/news/story.aspx?
id=51519
How to do a KWL - TeachLikeThis. (n.d.). Retrieved July 7, 2015, from https://www.youtube.com/watch?v=y0GrzhAqT7g&feature=youtu.be
K-W-L (Know, Want to Know, Learned). (n.d.). Retrieved July 7, 2015, from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html
K-W-L Chart - ReadWriteThink. (n.d.). Retrieved July 7, 2015, from http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html
Study Guides and Strategies. (n.d.). Retrieved July 7, 2015, from http://www.studygs.net/texred3.htm
Tompkins, G. (n.d.). K-W-L Charts. Retrieved July 7, 2015, from http://www.education.com/reference/article/K-W-L-charts-classroom/
id=51519
How to do a KWL - TeachLikeThis. (n.d.). Retrieved July 7, 2015, from https://www.youtube.com/watch?v=y0GrzhAqT7g&feature=youtu.be
K-W-L (Know, Want to Know, Learned). (n.d.). Retrieved July 7, 2015, from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html
K-W-L Chart - ReadWriteThink. (n.d.). Retrieved July 7, 2015, from http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html
Study Guides and Strategies. (n.d.). Retrieved July 7, 2015, from http://www.studygs.net/texred3.htm
Tompkins, G. (n.d.). K-W-L Charts. Retrieved July 7, 2015, from http://www.education.com/reference/article/K-W-L-charts-classroom/