Before reading or viewing or listening , students fill in the Know column with words, terms, or phrases from their background or prior knowledge. If you are having them draw on a topic previously learned, then the K column may be topic-related. But if the topic is something brand-new, and they don't know anything or much about it, you should use the K column to have them bringing to mind a similar, analogous, or broader idea.
Then have students predict what they might learn about the topic, which might follow a quick glance at the topic headings, pictures, and charts that are found in the reading. This helps set their purpose for reading and focuses their attention on key ideas. Alternatively, you might have students put in the middle column what they want to learn about the topic. After reading, students should fill in their new knowledge gained from reading, viewing, or listening to the new content.
This is the stage of metacognition: did they get it or not? The reason to do the K column of the K-W-L is to have students bring to mind something they already know, as a hook to which new information can be attached. When done well, the result is more engaged students and more effective learning outcomes. Throughout the lesson or unit, students can refer to their KWL chart and fill out the third column: Learned.
Here they will record what they are learning and check off the questions they had listed in the second column that were answered. Students can share anything they found interesting or surprising and identify any misconceptions they might have had from Column 1.
Some teachers like to have students fill out their KWL charts throughout the unit as they go, while others wait until the end of the unit to have students record everything they learned.
Either way, this stage provides students the opportunity to review their learning and helps teachers track student progress and learning outcomes. There are other variations and applications of the basic KWL chart. Depending on your lesson plan or objectives, you may want to try some of the following variations. You can add other columns to KWL charts to continue and enhance the learning process.
Here are a few additional columns to consider:. KWLS adds a fourth column for students to note what they still want to know about the topic following the lesson or unit. This is the place to identify any unanswered questions from the first column or list new questions that arose during the lesson or assignment.
This is a useful piece to include so teachers can address student questions before moving on to the next unit and continually improve and rework lesson plans for future classes. Understanding why information is important or relevant also helps students connect with the material and stay motivated throughout the learning process.
This column is where students can track where they found information. Finally, the R column gives students a place to note any key info they want to remember. Again, this is particularly helpful for studying and test preparation. KWL charts are a simple but powerful tool for students and teachers alike to engage with the lesson material and improve learning outcomes. Lucidchart is a cloud-based visual diagramming solution that is proud to support education in and out of the classroom with a variety of diagramming tools and templates.
With Lucidchart, teachers and students can collaborate and share information in real time. Students and educators can upgrade to an Educational account for free, and teachers can incorporate these and other templates into their lessons with Lucid for Education. Lucidchart is the intelligent diagramming application that empowers teams to clarify complexity, align their insights, and build the future—faster. With this intuitive, cloud-based solution, everyone can work visually and collaborate in real time while building flowcharts, mockups, UML diagrams, and more.
Primary sources can be incorporated at various times during a history lesson. Teachers may use them to introduce a unit or to expand a student's understanding and empathy for a topic. Directions below describe how to use the KWL primary source analysis during a unit, but they are easily adapted to use at the start of a unit.
Source Subject When seeking images, artifacts, or written documents that align with your history unit, consider four ways that primary sources enhance history learning:. Your source should match one or more of these criteria; they are not mutually exclusive.
You may find a source that you believe will motivate your students' learning and it also provides a vivid, intriguing glimpse into the experiences of people in the past. Or you may choose to examine with your class a source cited as evidence in one of the historical accounts that you read together, and then discover the source conveys additional information about your topic.
Source Format In terms of primary sources, elementary schoolchildren often engage most successfully with visual images, especially pictures that feature children or dramatic action. Don't discount written documents, however, especially in the middle grades, although you might need to abridge a lengthy document or model the process of paraphrasing with short excerpts. Review the class's history learning to this point. Have students take turns walking and talking sections of your unit timeline, or ask students to brainstorm important themes they have explored thus far.
In middle elementary, ask students to pair up and explain to another student what they learned the previous day. For lower elementary, call on students at random to share their thoughts with the whole class. Following this review, explain that students can explore more about the unit topic by studying an information source from the actual time of the historic event. To illustrate this idea, contrast the date of the source you are examining with the copyright date of a fiction or nonfiction book you have read to your class.
Introduce the KWL chart with knowledge questions as a guide to explore a source. If you have not used a KWL before, or if students are not familiar with the format, explain what the letters stand for and how they help us look closely at a source of information, make a list of what we already know about the source, and ask questions to help us learn more. Model the KWL process with the entire class.
Project a source via LCD or overhead projector.
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