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What I Know, What I Want to Know, and What I Learned (KWL)

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What I Know, What I Want to Know, and What I Learned (KWL)

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Description: Within this activating learning strategy, students are challenged to tap into their prior knowledge regarding the topic at hand, allocating that knowledge to the "What I Know" section of the chart. Then the burning questions of "What else can I learn about this topic?" come into play in the "What I Want To Know" portion of the chart. Finally, after the lesson concludes, they can have a moment of reflection as they glance back at the K and W sections of their chart, and then fill in the L section, representing what they learned throughout the lesson, affirming their prior knowledge point brought up previously, answering their questions, and broadening their knowledge on the topic overall.

In my placement, I could utilize this tool at the beginning of an English lesson, prompting them to fill in the first two sections of the chart before we start our reading, then going on to read the excerpt/chapter/article they wrote about, and answering any questions they may have had in the second section of the chart. I would also utilize what they end up writing in the last section to ensure they understood the reading and that all of their questions were answered.

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Example Word Splash for a Social Studies Class

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Description: This activating learning strategy could be a helpful tool when it comes to ensuring your students understand the important vocabulary within the content lessons you are teaching. As shown in the picture, you will provide your students with a word cloud, or splash, with all of the most important vocabulary words regarding the content you are teaching. Then you can instruct them to choose anywhere from 5-10 of those words and write a few sentences regarding the lesson content utilizing the words they choose. This will ensure they understand the meaning of the words and that they understand how they correlate to the content at hand.

I can use this in my placement within both my English Language Arts class as well as my Social Studies class. As each of these classes has a set number of vocabulary words that is crucial to know to understand the content being taught in these two content areas, this could be a helpful way to ensure they are using the word correctly to describe or enhance the concepts within the lessons being taught.

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Building on What We Learned Yesterday to Go Further Today!

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Description: This activating learning strategy requires students to reflect on what they learned the previous day or lesson in order to expand their understanding or build upon their understanding within the new lesson.

In my field placement, I could use this with any of the content areas. In fact, this strategy is used quite a bit in my field placement already as the students receive weekly packets that they continuously deepen their understanding or build upon the topics that were taught the previous day or within the previous lesson.

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Description: This is an interactive, collaborative learning strategy that allows students to openly share their opinions and point of views regarding topics or content being taught in class. This promotes productive, collaborative discussion amongst students and their peers, accepting other different and unique ideas as they also share what their thoughts, answers, and ideas.

I could use this in my placement within our English daily warm ups that take place before the full lesson. They are regularly prompted with 5-6 questions regarding topics such as parts of speech, nonrestrictive and restrictive elements within sentences, synonyms and antonyms, etc... As they finish these 5-6 questions, I can utilize Think-Pair-Share so that they can share their answers with others, compare and contrast them, and develop new ideas or questions they may have for me to answer. While they are discussing, I will also float around the room to ensure productive discussion is occurring.

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Description: Jigsaw Groups is a collaborative learning strategy that actually allows students to teach one another. They will start off this strategic activity in "home groups" where they are each assigned different sections or topics regarding the same content or topic. They will then break off into "expert groups", aligning themselves with others from other groups that read or learned the same concept as them in order to further discussion and become "experts" on the topic. Then after enough time is allocated to the "experts" and they feel that they can successfully teach their peers in their "home groups", they return to their original groups and take turns educating their peers about their specific content.

I can use this strategy in my field placement by splitting them up into their "home groups" and assigning the different groups members different sections of a reading we are doing for our English Language Arts class. Then, after they have all read their sections, I will break them off into their "expert groups" to ensure they are equipped to present their knowledge to their peers by sharing their thoughts with other who have read it. As they return to their "home groups" they will share what they have learned, one-by-one, with the goal that they will all understand the entire reading as a whole through learning the rest from their peers.

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Description: Using this collaborative learning strategy can be an extremely powerful way for students to self-assess themselves, as well as become mindful thinkers and collaborative peers when it comes to reviewing or helping edit someone else's work. This strategy helps both parties, as they both have a chance to have another set of eyes on their work before they decide to submit or turn in their writings or assignments. This also gives them time to correct any mistakes or tweak anything within the writing or assignment that would enhance the quality of the content developed by the student.

In my field placement, I can utilize this collaborative learning strategy as they start preparing to write another essay. As they already write their essays in chunks, day one is the introduction, day two is the first body paragraph, and so on, as they construct their essays, peer reviewing/editing could help them enhance their writing as they take the things their peers say into consideration and learn from each other through such discussion.

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Description: Exit tickets are considered formative assessments, as they can be a very beneficial "temperature check" a teacher can use at the end of a lesson or the end of their specific class period. This formative assessment strategy, most of the time, will have either a few prompted questions regarding the topics of the lesson(s) taught that day. The students are to answer these questions in order to leave the room, hence the name of the strategy, "exit ticket."

I can use this in my field placement through their weekly packets they get in English Language Arts. Though, right now these are only daily warms up they are to complete as they come into class, I could also add another section to each day for the exit ticket to see what they fully grasped within the class time the concepts were explored. This will be required to be turned in before they go home or go to their connections classes.

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Description: Interviews between students or even through one-on-one meetings with your students can be a very informational-packed formative assessment strategy. When it comes to group interviews amongst students, they are given a sort of structured freedom to ask questions and explore a more in-depth view or observation of the topics within the lesson they learned that day. This is a formative assessment because as they conduct their interviews, which the questions you equip them with, you can check for understanding of concepts and appreciate and explore the diverse responses and views that are present within your classroom.

I can use this strategy in my field placement when they are trying to interpret texts. As they are reading certain sections of a text, it is possible to stage group or partner interviews to check for understanding and encourage discussion regarding the topics within the assigned reading.

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Description: Using this formative assessment strategy, students can feel free to write whatever comes to their minds when prompted with certain content-based questions. This strategy is also a timed activity that challenges the student to write all they can about the topic in a set amount of time and have that ready for discussion when the time comes.

I can use this in my field placement when it comes to Social Studies class. For example, they are currently learning about the Columbian Exchange as well as concepts surrounding the Old and New World. I could instruct them to provide a quick-write, maybe a scenario where they are prompted with a content-specific question and are given a minute to think, and then are given a set amount of time to quick-write everything they can think of or what they know about the topic at hand. This formative assessment is something that can help teachers ensure that students are hitting all the marks when it comes to actually comprehending and understanding the content being taught.