KWL table

From Wikipedia, the free encyclopedia

A KWL table, or KWL chart, is a graphical organizer designed to help in learning. The letters KWL are an acronym,
for what students, in the course of a lesson, already know, want to know, and ultimately learn. It is a part of
the constructivist teaching method where students move away from what are considered traditional methods of
teaching and learning. In this particular methodology the students are given the space to learn by constructing their
own learning pace and their own style of understanding a given topic or idea. The KWL chart or table was
developed within this methodology and is a form of instructional reading strategy that is used to guide students
taking them through the idea and the text.[1] A KWL table is typically divided into three columns titled Know, Want and
Learned. The table comes in various forms as some have modified it to include or exclude information. It may be
useful in research projects and to organize information to help study for tests.

Classroom introduction
The KWL chart was created by Donna Ogle in 1986. A KWL chart can be used for all subjects in a
whole group or small group atmosphere. The chart is a comprehension strategy used to activate background
knowledge prior to reading and is completely student centered. The teacher divides a piece of chart paper into
three columns. The first column, 'K', is for what the students already know about a topic. This step is to be
completed before the reading. The next column, 'W', is for students to list what they want to learn about the
topic during the reading. This step is also to be completed before the reading. The third column, 'L', is for what
the students learned from the reading. This step, of course, is done after finishing the reading. The KWL chart
can also be used in reading instruction at the beginning of a new unit.
Here is what the KWL chart can look like:

K
What I know

What I want to know

What I learned

Write the information about Write the information about what After the completion of the lesson or unit,
what the students know in this the students want to know in this write the information that the students
space.

space.

learned in this space.

Things to keep in mind

Materials required can vary on the type of classroom activity the teacher intends to carry. For a
classroom activity if the teacher divides the class for a particular topic then 1 paper with KWL chart
per group shall be given. But if the teacher wants every individual child to brainstorm on the given
topic then every individual shall have their own student paper copy.

Things to keep in mind

In the 'K' column, the teacher has to make sure that she or he has all the questions ready for
the students to brainstorm on the particular idea that needs to be taken care in that class. The
questions help the students to be prompted to think in specific directions that will lead them to the first
step of brainstorming. Also ask the students the reason of their answers. By this the teacher makes
them aware of their associations to the answers. The questions like " what made you think like that?"
shall guide them well. In the 'W' column, ask associating questions or liking questions to make them

come to the thinking. Questions like, "what would you like to learn more about this idea?" can help
them to analyze and think more.
The teacher here has to come prepared with her/his own set of questions that will link the
students' questions to the idea in the text. This is done so that the student shall not lose the flow of
the text as well as not lose the purpose of the activity. In the last column 'L', help the students to come
out with their own creative ideas and analysis. Also in this particular column, the teacher shall ask the
students to differentiate between the answers to their questions and ideas in other columns and the
idea they found interesting. At last, the teacher shall help the students to consult other sources which
would answer their questions which are not mentioned in the text.
A KWL chart can be used to drive instruction in the classroom. The teacher can create lesson
plans based upon the interests and inquiries of the students and their needs. Using this strategy can
increase motivation and attention by activating the students' prior knowledge. This allows the teacher
to understand the students' prior knowledge and the students' interests in the topic.

Purpose
A teacher has many reasons for using KWL charts in the classroom. First, a KWL chart
activates students' prior knowledge of the text or topic to be studied. By asking students what they
already know, students are thinking about prior experiences or knowledge about the topic. Next, KWL
charts set a purpose for the unit. Students are able to add their input to the topic by asking them what
they want to know. Students then have a purpose for participating and engaging in the topic. Also,
using a KWL chart allows students to expand their ideas beyond the text used in the classroom. By
being aware of students' interests, the teacher has the ability to create projects and assignments that
the students will enjoy. A KWL chart is a tool that can be used to drive instruction as well as guide
student learning. KWL charts are used by elementary teachers from literature to science. They are
also used to teach historical content at the elementary level

Study tool
A KWL chart can be used as a study tool for an individual, group or entire class. It is a way to
synthesize information into a visual aid. The students are also able to keep track of what they have
done and what they still would like, or need to do.

Required materials
Materials required can vary on the type of classroom activity the teacher intends to carry. For a
classroom activity if the teacher divides the class for a particular topic then one paper with KWL chart
per group shall be given. But if the teacher wants every individual child to brainstorm on the given
topic then every individual shall have their own student paper copy.

Specific learners
KWL charts can be used with all students, however there are specific groups of students that
lend themselves quite well to this strategy, including visual learners, young learners or ESL learners.
As the chart is a graphic organizer it can aid visual learners. The information is presented in a user
friendly way that is visually accessible. Due to the visual nature of the KWL chart it can also be
beneficial for young learners such as preschoolers. Words may not be necessary and pictures can be
used in order to express the ideas within the chart. As pictures can be used alone or in conjunction
with words the KWL chart may provide assistance for students that are learning a second language.

Adaptations
There are various adaptations of KWL charts that can be used within the classroom.

Hill
One adaptation as created by Hill is an extension of the traditional KWL chart to include a
column for "Further Wanderings" at the end of the table. This allows for the students' knowledge to
continue beyond what they have learned within the classroom. The idea behind this extra column is to
encourage the students to continue to learn

KLEW
Another adaptation of the KWL chart is the KLEW chart. The KLEW chart was developed by a
group of people with various backgrounds including an elementary school teacher, a professor and a
professional development specialist. Within this chart, the "K" stands for what students know of a
topic, the "L" for what is being learned, the "E" for evidence that supports the learning previously
described, and the "W" for wondering, which leaves room for further questions. This table differs from
the traditional KWL chart as it places an emphasis on observation and examination of evidence that
supports what they see.

Mooney
Margaret Mooney suggested a variation to the KWL chart by adding a fifth column to the
traditional chart. This column would be located between the "W" and the "L". Its purpose is to answer
the question "How".] This encourages the students to develop their own means of how they will
discover more information. This can be quite useful in the sciences for experimentation purposes.

Assessment and evaluation

The KWL chart is useful to complete formative assessment in the classroom. It allows the
teacher to find out the students prior knowledge on a particular topic. From this knowledge the
teacher is then able to gear their lessons based upon this information. The KWL chart can be
completed when starting a new topic and be added to throughout the unit. Further, the teacher is able
to find out what the students have learned by the end of their lessons.
KWL charts work well in order to examine the individual student or the entire class in order to
understand their thinking and learning.

Advantages
According to Jared and Jared (1997), KWL was established with the motive to enhance the
comprehensive reading skills of the students. This was done by designing the three levels of the
activity focusing on the different learning styles of the individuals. According to Glazer (1998),
students fail to enjoy the text or content because they fail to understand it. Hence, KWL increases
their comprehension skills as the activity goes through each topic step by step. According to
Szabo(2006), a KWL table uses a strategy of before-during-after for the students to enhance their
comprehension skills. The students start by brainstorming the prior knowledge about the topic and
then eventually develop curiosity about the topic. This builds their interest in the topic and they would
want to learn more about the topic. KWL chart gives an opportunity to the individual to build up selfmotivation regarding the topic. Through KWL table, the students go through self-evaluation as they

know what they intend to learn and what they really understood. Hence, KWL gives the students
some space to explore the topic through other sources and build up their knowledge.

Using "KWL" in the Classroom

What Is It?
KWL charts assist teachers in activating students' prior knowledge of a subject or topic and encourage
inquisition, active reading, and research. KWL charts are especially helpful as a prereading strategy when
reading expository text and may also serve as an assessment of what students have learned during a unit of
study. The K stands for what students know, the W stands for what students want to learn, and the L stands for
what the students learn as they read or research.
Topic: Cheetahs
K animal Where do they live?
They live in Africa in grasslands/plains areas.
W fast

How and what do they

They hunt mammals using a "chase - trip - bite" method.
eat?

Are they more like dogs or Cheetahs evolved from cat-like mammals that lived more than four
lions?
million years ago.

hunter

Why Is It Important?
Donna Ogle asserts that KWL helps students become better readers of expository text and helps
teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers
while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what
they learned when they are finished reading. In learning, metacognition involves the active monitoring and
conscious control and regulation of cognitive processes. It involves thinking about thinking, self-awareness,
and self-regulation (Flavell, 1979).
The metacognitive strategy of self-questioning is used to ensure that students comprehend the text.
When students set their own purposes for reading, they are more motivated and active as readers. Each
student has a schema, or a framework for how they view the world. Accessing a student's prior knowledge is
the first step in integrating new concepts into their existing schema. KWL charts help activate background
knowledge and provide an opportunity for students to set their own learning objectives.
How Can You Make It Happen?
An ideal time to use KWL charts is before the class starts working with expository text. Begin by
modeling the use of a KWL chart. Place a transparency of a blank KWL chart on an overhead projector, and
write the topic of the expository text at the top of the chart (Cheetahs). Fill in the chart as you think out loud,
describing your thought process. After completing the "Know" and "Want to Know" sections, read aloud a brief
expository paragraph. Complete the "Learned" section of the KWL chart after reading the text, once again
thinking out aloud and describing your thought process.
To guide students in completing a KWL chart, choose another topic, place a blank KWL transparency
on the overhead, and distribute a copy to each student. Allow the students to independently complete the
"Know" section of the chart. As a class, share individual answers, brainstorm other ideas, and discuss
responses. This allows students to benefit from their collective experiences, jog some prior knowledge, and
reveal any misconceptions students may have. Students often believe they have factual information about a
subject that is proven incorrect through reading, researching, and exploration.

Be cautious about correcting students in the initial completion of the "Know" section of the chart as
discovery of information often leads to long-term retention. Encourage students to correct their
"misinformation" as they complete the "Learned" section of the chart, and model this strategy for them. Next,
collect all information that is known, and fill in the "Know" section on the transparency based on student
responses.
Allow the students to independently complete the "Want to Know" section. Then share and discuss
responses as a class. This is an excellent opportunity to model and to show students the value of inquiry.
Having students form their own questions often results in longer answers, and provides an opportunity for you
to help students ask good questions. Fill in the "Want to Know" section on the transparency based on student
responses.
Have students read the text independently, aloud, or in pairs, as appropriate. Then have students
complete the "Learned" section independently. Ask students to share their findings, and have a discussion
about the responses, encouraging students to elaborate on their answers. Be prepared to correct
misinformation by referring to the text or by having students make a plan to find out if an idea is accurate.
Discuss how their knowledge has changed as a result of reading or research, and encourage students to
reflect on their learning. Fill in the "Learned" section on the transparency based on student responses.
Model the use of KWL charts and complete several as a class. Once you have provided guided practice
opportunities for students, you may begin to encourage independence using shorter pieces of text. Save
challenging, lengthy text for when students are quite comfortable with the use of the KWL strategy and can use
it independently. A KWL chart may be used as a short introduction to a lesson, to stimulate prior knowledge, or
at the start of a research paper or project. This can help students push beyond their existing comfort zone to
learn new and different material.
Another use for the KWL chart is to assess your instruction informally. Have students complete the
"Know" and "Want to Know" sections of the chart prior to the lesson and the "Learned" section after the lesson
is finished. Did the students successfully master the goals of the lesson?
How Can You Stretch Students' Thinking?
Consider adding an "H" column for "How to Find Out" the information in the "Want to Know" column. Discuss with
the students appropriate resources for acquiring information in various subject areas, which may lead to a
discussion of bias in text. Discuss matching needs with resources, keeping in mind that sometimes a face-to-face
interview may glean more information on a particular issue than reading a text. Another variation is to organize the
information in the "Learned" column. Students can categorize the information, create names for their categories, and
use the categories when writing about the topic and what they learned.

When Can You Use It?

Reading/English - KWL can be used before reading a novel or section of text. Select an author and have students
complete the "Know" and "Want to Know" sections of the chart. Read a brief biography about the author and see if
the students have all attained the information they wanted to learn. If not, make a plan for further investigation to
answer their questions.
Writing - Students can use KWL charts to reflect on their learning after completing a written piece. After completing
their writing, students can write an explanation of what they learned and examine whether they were incorrect about
any information. This can be an opportunity for students to reflect on their learning and to articulate their thought
processes.
Math - When beginning a new unit of study (e.g., fractions) complete a KWL chart as a class or individually.
Encourage students to use mathematical terms and concepts. Throughout the unit, check the KWL chart and
consider having students complete brief journal entries explaining what they have learned and what their reasoning
was as they completed problems.

Social Studies - Use a KWL chart to begin a new chapter or unit or as a framework for a short project. Have
students explore various cultures or regions. Groups of students can research various aspects of a culture and use
KWL charts to organize their information. As a class, groups can share their learning and engage in a discussion
about cultures.
Science - KWL charts can be useful when students are using the scientific process. Pose the experiment question
(e.g., "Which brand of paper towel is stronger?") and ask students to complete the KWL chart as a starting point.
Consider adding an "H" column for "How to Find Out" as students design an experiment.

K-W-L (Know, Want to Know, Learned)

Description
K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin
by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L
chart. Students then generate a list of questions about what they Want to Know about the topic. These questions
are listed in the W column of the chart. During or after reading, students answer the questions that are in the W
column. This new information that they have Learned is recorded in the L column of the K-W-L chart.

Purpose
The K-W-L strategy serves several purposes:
o

Elicits students prior knowledge of the topic of the text.

Sets a purpose for reading.

Helps students to monitor their comprehension.

How to use the K-W-L strategy

1.

2.

Choose a text. This strategy works best with expository texts.

Create a K-W-L chart. The teacher should create a chart on the blackboard or on an overhead transparency.
In addition, the students should have their own chart on which to record information. (Below is an example of a KW-L chart.)

3.
4.

Ask students to brainstorm words, terms, or phrases they associate with a topic.The teacher and students
record these associations in the K column of their charts. This is done until students run out of ideas.
K COLUMN SUGGESTIONS

Have questions ready to help students brainstorm their ideas.

Sometimes students need more prompting than, Tell me everything you know
about _____, to get them started.
Encourage students to explain their associations. This is
especially important for those associations that are vague or unusual. Ask,
What made you think of that?

Ask students what they want to learn about the topic. The teacher and students record these questions in
the W column of their charts. This is done until students run out of ideas for questions. If students respond with
statements, turn them into questions before recording them in the W column.
W COLUMN SUGGESTIONS

Ask an alternative question for generating ideas for the W

column. If, in response to What do you want to learn about this topic? your
students are either having trouble coming up with ideas, or are saying,
nothing, try asking one of the following questions instead:
What do you think you will learn about this topic from the text you will be
reading?
Choose an idea from the K column and ask, What would you like to learn
more about this idea?
Come prepared with your own questions to add to the W
column. You might want students to focus on ideas in the text on which the
students questions are not likely to focus them. Be sure not too add too many
of your own questions, however. The majority of the questions in the W column
should be student-generated.

5.

Have students read the text and fill out the L column of their charts. Students should look for the answers to
the questions in their W column. Students can fill out their L columns either during or after reading.

L COLUMN SUGGESTIONS

In addition to answering the W column questions, encourage

students to write in the L column anything they found especially interesting. To
distinguish between the answers to their questions and the ideas they found
interesting, have students code the information in their L columns. For
example, they can put a check mark next to the information that answers
questions from the K column. And they can put a star next to ideas that they
found interesting.
Have students consult other resources to find out the answers
to questions that were not answered in the text. (It is unlikely that all of the
students questions in the W column will be answered by the text.)

6.

Discuss the information that students recorded in the L column.

Ogle, D.M. 1986. K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39:
564-570.

Example
Following is an example of a completed K-W-L chart that students might complete if they were reading a text about
gravity.
Topic: GRAVITY

It keeps us
from
floating
around.
It makes
things fall.

What is gravity?

Gravity is the force that pulls

objects towards Earth.

Why is there less

The amount of gravity there is
gravity on the moon? depends on the masses of the
objects involved. The moon is
a lot less massive than the
earth, so there is less gravity
on the moon than there is on
earth.
How did Newton
discover gravity?

There is
less gravity
on the
What determines
moon.
how fast something
will fall to the
Isaac
ground? (teacher
Newton
question)
discovered

Air resistance determines how

fast something will fall to the
ground.

gravity.

* The students question about Newton was not answered in the text. Students should be encouraged to consult
other sources to find out the answer to this question.

THE CHAINSMOKERS LYRICS

"Roses"
(feat. ROZES)
Taking it slow, but it's not typical
He already knows that my love is fire
His heart was a stone, but then his hands roamed
I turned him to gold and it took him higher

Well, I'll be your daydream, I'll be your favorite things

We could be beautiful
Get drunk on the good life, I'll take you to paradise
Say you'll never let me go
Deep in my bones, I can feel you
Take me back to a time only we knew
Hideaway
We could waste the night with an old film
Smoke a little weed on the couch in the back room
Hideaway
Say you'll never let me go
Say you'll never let me go
Ah, ah, ah
Ah, ah, ah
Ah, ah, ah
Say you'll never let me go
Say you'll never let me go
Say you'll never let me go
Say you'll never let me go
Deep in my bones, I can feel you
Take me back to a time only we knew
Hideaway
We could waste the night with an old film
Smoke a little weed on the couch in the back room
Hideaway
Say you'll never let me go
Say you'll never let me go
Ah, ah, ah
Ah, ah, ah
Ah, ah, ah
Say you'll never let me go
Say you'll never let me go
Say you'll never let me go

The importance of graphic organizers in education

According to a research published in Mentoring Minds graphic organizers can positively impact
education and here is how:"

They are important in organizing essential content

Fountas and Pinnell attests that illustrated content tends to remain longer in students minds

They bring clarity to ideas and record relationships between facts and ideas

They facilitate effective student learning via organizing concepts, ideas and facts graphically

They help students think in multiple directions

They help students generate mental images to go along with information

They increase comprehension and retention

They can improve students classroom performance and increase achievement test scores

They engage the learner with a combination of the spoken word with printed text and
diagrams"

SQ3R is an abbreviation to help you remember the steps and to make references to it simpler. The
symbols stand for the steps followed in using the method: Survey, Question, Read, Recite, and Review.

Advantages of Graphic Organizers

Why use graphic organizers in student projects? Shouldn't students be writing paragraphs and reports? There are a number of
answers to these questions. First, these organizers are a way to encourage students to think about information in new ways.
With writing, it's easy for students to copy from one place to another. With graphic organizers, you remove the words and focus
on the connections. Second, they are a great tool for activities that ask students to review concepts and demonstrate their
understanding. They can easily make changes and take different perspectives. In other words, it helps students clarity their
thinking. Third, a huge amount of information can be shared on a single picture to provide the "big view" of a topic. Fourth, it's
easy to edit, revise, and quickly add to a visual map. Fifth, graphic organizers can be used as a nice planning tool from
information identification to product development. Finally, they are great for visual thinkers or those that need to practice their
visual thinking. Read about using Concept Mapping before Searching.