KWL
Successful learners link prior knowledge to new information and are then able to reorganize data to create their own meaning and learning. KWL, which stands for “I know,” “I want to learn,” and “I learned,” helps students accomplish successful learning. This literacy strategy helps provides a scaffold that students can build upon to construct meaning from new material. It is important for the teacher to model the process initially to make sure students are shown the process and possess accurate note-taking skills.
(Above) An example of a KWL chart
The letters stand for the knowledge construction process that takes place when students utilize this strategy:
K — What I know begins with students’ prior knowledge—they can brainstorm and record thoughts during this process.
What I know: student’s record any prior knowledge and/or bounce off each other’s thoughts. Information from prior knowledge can be used to help students anticipate how the author will present and organize the material. During this generating process, students can organize their prior knowledge into categories. This section can be used to group words and concepts into topic categories to aid in student’s interpretation or organization. These categories can also help initiate discussion of a different type of knowledge of expository text construction that we see in different content areas. Generating prior knowledge can help asses what a student already knows before they dive into a topic or reading.
W — What I want to learn/know allows for students express their own questions
What I want to learn: This step allows students to express their own learning within the structure of a topic provide by the teacher. Students who possess more prior knowledge on the topic are often able to ask deeper questions and often go beyond the teacher’s expectations. When a student does not possess a lot of information on a subject, this step allows them to reflect on what they want to know while learning about a specific topic or text. The first two steps can easily be accomplished in a whole class or smaller group setting. It is important for students to hear and learn others’ ideas help trigger of their prior knowledge and to think of questions.
L — During the I learned phase, students are able to document what they have learned. The KWL involves students acting individually or as a group during this process. In either case, students are able to actively participate in their learning in order to make connections between what they know and will come to know. The teacher serves as a guide and facilitator in the process.
What I learned: The questions that were generated during the “what I want to learn/know” are answered and other new and interesting information. Students can share research and continue to generate any new connections or questions. Information can be reviewed as a whole class or in a small discussion groups. Reflecting on what students have learned allows them to see the connection to prior knowledge and their understanding gained while reading.
(Above) An example of a KWL chart
The letters stand for the knowledge construction process that takes place when students utilize this strategy:
K — What I know begins with students’ prior knowledge—they can brainstorm and record thoughts during this process.
What I know: student’s record any prior knowledge and/or bounce off each other’s thoughts. Information from prior knowledge can be used to help students anticipate how the author will present and organize the material. During this generating process, students can organize their prior knowledge into categories. This section can be used to group words and concepts into topic categories to aid in student’s interpretation or organization. These categories can also help initiate discussion of a different type of knowledge of expository text construction that we see in different content areas. Generating prior knowledge can help asses what a student already knows before they dive into a topic or reading.
W — What I want to learn/know allows for students express their own questions
What I want to learn: This step allows students to express their own learning within the structure of a topic provide by the teacher. Students who possess more prior knowledge on the topic are often able to ask deeper questions and often go beyond the teacher’s expectations. When a student does not possess a lot of information on a subject, this step allows them to reflect on what they want to know while learning about a specific topic or text. The first two steps can easily be accomplished in a whole class or smaller group setting. It is important for students to hear and learn others’ ideas help trigger of their prior knowledge and to think of questions.
L — During the I learned phase, students are able to document what they have learned. The KWL involves students acting individually or as a group during this process. In either case, students are able to actively participate in their learning in order to make connections between what they know and will come to know. The teacher serves as a guide and facilitator in the process.
What I learned: The questions that were generated during the “what I want to learn/know” are answered and other new and interesting information. Students can share research and continue to generate any new connections or questions. Information can be reviewed as a whole class or in a small discussion groups. Reflecting on what students have learned allows them to see the connection to prior knowledge and their understanding gained while reading.
(Below) This is an example of a KWL chart that students and educators can use.