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I'm not a New Age thinker, but recently I read a passage from a book by Harry Wong (The First Days of School, 2001) that made such an impact on me that I can't stop thinking about it and I feel compelled to share it with you.
In the chapter entitled, How You Can Become a Professional Educator, Mr. Wong tells teachers that professionals like doctors, lawyers, and athletes, often seek assistance or advice from peers when confronted with a dilemma. He laments that most teachers rarely get help from anyone. He says, "Though the essence of a teacher's work is helping others learn, teachers are the worst learners when it comes to improving their own performance." If you've been in the education field long enough you've witnessed the "reluctant teacher-learner." Sometimes the amount of protest infects the faculty and opportunities for improvement are diminished for all participants.
At one time or another, we've all been the reluctant teacher-learner, but Mr. Wong pleads with us to go beyond the initial reaction of resistance and seek connections that will ultimately improve performance and build relationships within the educational setting by (1) joining others that seek self-improvement too; (2) by becoming a peer coach or mentor; (3) by listening to peers; (4) by researching educational practices; (5) by observing peers within the classroom setting; and, finally, (6) by welcoming visitor and visitor evaluations. Wow! I can feel the energy, can you?
In the chapter entitled, How You Can Become a Professional Educator, Mr. Wong tells teachers that professionals like doctors, lawyers, and athletes, often seek assistance or advice from peers when confronted with a dilemma. He laments that most teachers rarely get help from anyone. He says, "Though the essence of a teacher's work is helping others learn, teachers are the worst learners when it comes to improving their own performance." If you've been in the education field long enough you've witnessed the "reluctant teacher-learner." Sometimes the amount of protest infects the faculty and opportunities for improvement are diminished for all participants.
At one time or another, we've all been the reluctant teacher-learner, but Mr. Wong pleads with us to go beyond the initial reaction of resistance and seek connections that will ultimately improve performance and build relationships within the educational setting by (1) joining others that seek self-improvement too; (2) by becoming a peer coach or mentor; (3) by listening to peers; (4) by researching educational practices; (5) by observing peers within the classroom setting; and, finally, (6) by welcoming visitor and visitor evaluations. Wow! I can feel the energy, can you?
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Study groups are usually encouraged and formed within the college setting, but I have found it is a rare occurrence at the high school level. Why? Why not build self-sufficiency tools for students in high school too? When we incorporate skills that help students get college ready, good things happen! While many may say it isn't feasible for many reasons, transportation before/after school being the biggest factor, educators have to think outside of the box! When I asked my teachers at Cross Creek how they encourage study groups outside of class time, this is what they said:
*Exchange e-mail/phone numbers
*Promote FaceTime/Skype/Online groups
*Use lunchtime/study buddy review
*Assist students in seeking solutions to group study dilemmas
*Provide incentives for successful group study meetings
*Share positive college examples
*Formulate group assignments and projects that require outside class time.
*Exchange e-mail/phone numbers
*Promote FaceTime/Skype/Online groups
*Use lunchtime/study buddy review
*Assist students in seeking solutions to group study dilemmas
*Provide incentives for successful group study meetings
*Share positive college examples
*Formulate group assignments and projects that require outside class time.
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What is the best gift you can give to your students? For me, it was always a combination of predictability and novelty. Enough structure for students to feel comfortable but also novelty for them to be intellectually curious and to engage with the content. But there's another gift to give and that is helping them realize that they are in charge of their learning- lock, stock, and barrel! When we provide students with tools to help them self-monitor their learning, good things happen. These skills can be infused within content rather than taught separately (using time that can't be spared). When I asked my teachers at Cross Creek Early College how they provide tools for students to monitor their own learning, this is what they said:
*constant use of agendas/planners
*written reflections
*interactive study guides
*model meta-cognition skills
*self-paced computer programs
*student-created progress reports
*data sheets
*self/peer assessments
*benchmark testing
*test corrections
*flash cards
*online Study Island
*study groups
*accountability/victim statements (The reason(s) I do not have my homework today is . . .)
*grading/feedback with three specific ways to fix/change poor academic behaviors
***student-led parent conferences
Students must be held accountable for what they do and don't do in the classroom. Placing the responsibility on them to be active participants in their own learning is essential. What ways do you incorporate self-monitoring skills in your classroom?
*constant use of agendas/planners
*written reflections
*interactive study guides
*model meta-cognition skills
*self-paced computer programs
*student-created progress reports
*data sheets
*self/peer assessments
*benchmark testing
*test corrections
*flash cards
*online Study Island
*study groups
*accountability/victim statements (The reason(s) I do not have my homework today is . . .)
*grading/feedback with three specific ways to fix/change poor academic behaviors
***student-led parent conferences
Students must be held accountable for what they do and don't do in the classroom. Placing the responsibility on them to be active participants in their own learning is essential. What ways do you incorporate self-monitoring skills in your classroom?
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We've all experienced students who are intellectually gifted, but most decidedly "gift-less" when it comes to using study habits as a way to increase achievement. Some students do not possess self starting mechanisms and chug along on brain power alone. Eventually, these students will hit the wall and stop working. Other students have no idea how to study and are too proud to admit it. We have to admit that not all high school students that enter the classroom come equipped with exemplary study habits and in some cases, any study habits. What to do?
As I have mentioned in the previous two blog articles, when we instill academic behaviors within our content, good things happen! I use my time in the classroom like a precision instrument and that means including instruction in study skills without compromising content. It can be done and done well, but admitting that all students can benefit from this instruction is a good first step. When I asked my teachers at Cross Creek Early College in Fayetteville, North Carolina, "If I were a student in your class, where would I find study skills being taught within the class/class content?" This is what they told me:
*organizing study groups
*using Cornell Notes on a regular basis
*showing "good" and "not-so-good" examples
*modelling note-taking during lecture
*grouping collaboratively
*highlighting for purpose
*using on-line study helpers like Study Island
*manipulating text via textbook, articles, and other media
*tutoring
*keeping up with the calendar (due dates) and grades
*teaching skills during class starter and/or class closure
*providing peer evaluations
*entering information in an interactive notebook
*showing explicitly how to study for a test when at home
How do you instill study habits in your classroom?
As I have mentioned in the previous two blog articles, when we instill academic behaviors within our content, good things happen! I use my time in the classroom like a precision instrument and that means including instruction in study skills without compromising content. It can be done and done well, but admitting that all students can benefit from this instruction is a good first step. When I asked my teachers at Cross Creek Early College in Fayetteville, North Carolina, "If I were a student in your class, where would I find study skills being taught within the class/class content?" This is what they told me:
*organizing study groups
*using Cornell Notes on a regular basis
*showing "good" and "not-so-good" examples
*modelling note-taking during lecture
*grouping collaboratively
*highlighting for purpose
*using on-line study helpers like Study Island
*manipulating text via textbook, articles, and other media
*tutoring
*keeping up with the calendar (due dates) and grades
*teaching skills during class starter and/or class closure
*providing peer evaluations
*entering information in an interactive notebook
*showing explicitly how to study for a test when at home
How do you instill study habits in your classroom?
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What do you do when a student gives up? Some educators say they would work with the student until the last minute of the last class they are together. Others would say that it's not their job to motivate, but to teach, so if the student gives up, it's her problem. Since I am a learner-centered educator, I find the latter answer disappointing and sad, but I understand the frustrations of having a student who has stopped working. I really do!
As I mentioned in my last blog article, when we instill academic behaviors within our content, good things happen! Including and/or teaching the tenets of persistence and perseverance in the classroom may help that struggling student stick-to-it versus giving up. When the climate of a classroom looks at failure as a start point, rather than the end, a student may keep going. When I asked my teachers "If I were a student in your class, how would the ideas of perseverance and persistence be developed within the classroom setting?" Here's what they said:
*Not "allow" the student to give up!
* Tutoring opportunities
*Students collaboratively working in various group formats (partners, trios, quads)
*Retesting
*Time management mini lessons
*Modeling
*Support and encouragement
*Including insight on the growth mindset model
*Appropriate level of difficulty
*Healthy competition
*Incentives
*Syllabus/Classroom Subject Guide
*Student reflections
*Informal assessments (to catch a struggling student before it's too late)
What are the ways you instill the ideas of persistence and perseverance in your classroom?
As I mentioned in my last blog article, when we instill academic behaviors within our content, good things happen! Including and/or teaching the tenets of persistence and perseverance in the classroom may help that struggling student stick-to-it versus giving up. When the climate of a classroom looks at failure as a start point, rather than the end, a student may keep going. When I asked my teachers "If I were a student in your class, how would the ideas of perseverance and persistence be developed within the classroom setting?" Here's what they said:
*Not "allow" the student to give up!
* Tutoring opportunities
*Students collaboratively working in various group formats (partners, trios, quads)
*Retesting
*Time management mini lessons
*Modeling
*Support and encouragement
*Including insight on the growth mindset model
*Appropriate level of difficulty
*Healthy competition
*Incentives
*Syllabus/Classroom Subject Guide
*Student reflections
*Informal assessments (to catch a struggling student before it's too late)
What are the ways you instill the ideas of persistence and perseverance in your classroom?
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No doubt, the most successful secondary teachers create opportunities for students to enhance their academic knowledge and behaviors within the classroom each and every day. When we insert moments of learning outside of content we are building the whole person, a person who will be ready for higher education, a career, and life! If done with intention and deliberate planning, it doesn't take time away from the subject content, but enhances readiness to succeed. Any time a teacher helps build skills that will transfer in other parts of a student's life, achievement increases. But where to start? Think about your content, the processes, procedures, and culture in your classroom and let's take a topic, time management, and apply this reasoning. I think everyone would agree that most students need to be better managers of their time. By putting yourself in the "shoes" of your students, ask the following:
If I were a student in your class, where would I find time management skills being taught within the class/class content? (Go ahead and start thinking . . . ) When I asked this question of the faculty at my school, the answers made my heart warm:
*Use a student planner, syllabus, and daily agenda where teachers model how to use them correctly and consistently.
*Post the calendar due dates on board.
*Practice routine.
*Use timers, signals, and deadlines so that students begin to think in terms of urgency of task.
*Model chunking of projects so that large tasks do not overwhelm.
* Ask students to reflect on the task at hand and how to tackle it with a step-by-step approach.
*Differentiate by supplying tiered lessons.
* Provide intentional class starters and closures to replicate "the beginning and the end."
* Use transition time between activities as precious moments not to be wasted.
*Communicate/signal/express to students each time management skill moment so that they make connections to the action and the goal (being better time managers).
If I were a student in your class, where would I find time management skills being taught within the class/class content? (Go ahead and start thinking . . . ) When I asked this question of the faculty at my school, the answers made my heart warm:
*Use a student planner, syllabus, and daily agenda where teachers model how to use them correctly and consistently.
*Post the calendar due dates on board.
*Practice routine.
*Use timers, signals, and deadlines so that students begin to think in terms of urgency of task.
*Model chunking of projects so that large tasks do not overwhelm.
* Ask students to reflect on the task at hand and how to tackle it with a step-by-step approach.
*Differentiate by supplying tiered lessons.
* Provide intentional class starters and closures to replicate "the beginning and the end."
* Use transition time between activities as precious moments not to be wasted.
*Communicate/signal/express to students each time management skill moment so that they make connections to the action and the goal (being better time managers).
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A typical secondary level classroom on any given day in any particular subject will include questioning as a method for learning. The challenge is, however, the degree of effectiveness in its use. I visited many classrooms while I served as a curriculum specialist and I tried to understand why teachers fell into the "question trap."
Scenario One- a teacher asks a comprehension question, hands go up, teacher calls on a student who had hand raised, student answers question and teacher moves on with the lesson.
Scenario Two- a teacher asks a question, hands go up, teacher answers his own question and moves on with the lesson.
Scenario Three- a teacher asks a comprehension question, student answers, teacher moves on with lesson without follow-up higher level question. Let's look at why all three scenarios are "question traps:"
Scenario One: I challenge you to stop asking questions of students that are pretty sure of the answer, that is, those who raised their hands. Unless it is a "friendly reminder" of the answer, a teacher's job is to seek those who need to know. But if the teacher only calls on students with their hands raised how does he know who needs help?
Scenario One could look like this- a teacher asks a question, hands go up, teacher ignores hands and directs students to "answer question with a nearby partner." (ALL students answer question!) Teacher randomly calls on a partnership and they answer. Teacher encourages class affirmation or rejection of answer. Discussion follows or lesson continues.
Scenario Two: I challenge you to stop answering your own questions! Are you asking and answering for expedience? Are you tired of just hearing wrong answers or "I don't know" answers? Is it a habit? Please allow students to do the hard work of thinking and be confident that, in the long run, making students work for an answer will make them better thinkers! Wait time is hard for teachers to include because they think it's "waste time." Don't fall into this question trap!
Scenario Two could look like this- a teacher asks a question. He states clearly that he will give students time to think and at an appropriate time, asks follow up questions that may lead those who are unsure to the answer. Discussion follows or lesson continues.
Scenario Three: I challenge you to start asking follow-up questions that lead to higher level thinking! If we want our students to think only at basic knowledge and comprehension levels, then proceed with asking only basic level questions. Create the follow-up questions before class begins so that the questioning is deliberate and intentional. Be the Socrates of your classroom and encourage all students to answer questions with you, to you, and with each other.
Scenario Three could look like this- a teacher asks a low-level question. Students answer (see above) and immediately teacher asks a follow-up question that reaches, for example, application of information or judgement of information. Move up the ladder of Bloom's Taxonomy, always pushing students to think deeper.
For ways to enhance questioning in the classroom, click on the "Questioning Protocols" button.
Scenario One- a teacher asks a comprehension question, hands go up, teacher calls on a student who had hand raised, student answers question and teacher moves on with the lesson.
Scenario Two- a teacher asks a question, hands go up, teacher answers his own question and moves on with the lesson.
Scenario Three- a teacher asks a comprehension question, student answers, teacher moves on with lesson without follow-up higher level question. Let's look at why all three scenarios are "question traps:"
Scenario One: I challenge you to stop asking questions of students that are pretty sure of the answer, that is, those who raised their hands. Unless it is a "friendly reminder" of the answer, a teacher's job is to seek those who need to know. But if the teacher only calls on students with their hands raised how does he know who needs help?
Scenario One could look like this- a teacher asks a question, hands go up, teacher ignores hands and directs students to "answer question with a nearby partner." (ALL students answer question!) Teacher randomly calls on a partnership and they answer. Teacher encourages class affirmation or rejection of answer. Discussion follows or lesson continues.
Scenario Two: I challenge you to stop answering your own questions! Are you asking and answering for expedience? Are you tired of just hearing wrong answers or "I don't know" answers? Is it a habit? Please allow students to do the hard work of thinking and be confident that, in the long run, making students work for an answer will make them better thinkers! Wait time is hard for teachers to include because they think it's "waste time." Don't fall into this question trap!
Scenario Two could look like this- a teacher asks a question. He states clearly that he will give students time to think and at an appropriate time, asks follow up questions that may lead those who are unsure to the answer. Discussion follows or lesson continues.
Scenario Three: I challenge you to start asking follow-up questions that lead to higher level thinking! If we want our students to think only at basic knowledge and comprehension levels, then proceed with asking only basic level questions. Create the follow-up questions before class begins so that the questioning is deliberate and intentional. Be the Socrates of your classroom and encourage all students to answer questions with you, to you, and with each other.
Scenario Three could look like this- a teacher asks a low-level question. Students answer (see above) and immediately teacher asks a follow-up question that reaches, for example, application of information or judgement of information. Move up the ladder of Bloom's Taxonomy, always pushing students to think deeper.
For ways to enhance questioning in the classroom, click on the "Questioning Protocols" button.
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I was asked a critical question from an instructional coach: "Are your students reading, writing, talking, and thinking in class every day? I answered, "Yes, of course!" But then I began to reflect and my answer became "most of the time." Then, after reviewing my practices in the classroom, my answer became "some of the time." Luckily, I was in a school that had a six strategy innovative instructional model called the Common Instructional Framework developed by Jobs for the Future. Later, another model, NCNS's Aligned Instructional Strategies, in my opinion, improved on the former. Let's look at these strategies, but a reminder that strategies are only as good as the teacher using them. Strategies are the guiding principles that promote excellence in the classroom and protocols support strategies. Let's look at the strategies:
The Collaboration Strategy generates focused groups, enables students to communicate, both as speaker and listener, exposes them to other points of view, and maximizes engagement. Individual accountability within the group is paramount for true collaboration to exist. Click on "Collaboration Protocols" for additional ways to make collaboration easy in the classroom.
The Discussion Strategy is a process by which both speaking and listening skills are taught and valued. It promotes collaboration and questioning skills as well. The suggested ratio is 80% student talk to 20% teacher talk. Click the "Discussion Protocols" button to enhance classroom talk!
The Feedback Strategy provides both teacher and student perspective on performance in relation to goals sought and meaningful ways to improve. Data collection, formative assessments, and student self-assessment are examples included on this page. Click on "Feedback Protocols" for additional methods and strategies.
The Questioning Strategy assists students to connect concepts, make inferences, increase awareness, encourage creative and imaginative thought, aid critical thinking processes, and generally helps students explore deeper levels of knowing, thinking, and understanding. Click "Questioning Protocols" for more information and specific protocols to use.
The Reading Strategy promotes the idea that building reading skills is a continuous process. Incorporating reading and skills to improve reading creates a sense of expectation and importance for students. Reading must be included in all secondary subjects. Click the "Reading Protocols" for specific reading strategies.
The Writing Strategy is a process that promotes critical thinking and is not content-specific. These strategies help students to develop expressive language skills and fluency as well as train students to process information. Writing should be included in all subjects, including mathematics. Click "Writing Protocols" for ways that will improve learning via the written word.
The Collaboration Strategy generates focused groups, enables students to communicate, both as speaker and listener, exposes them to other points of view, and maximizes engagement. Individual accountability within the group is paramount for true collaboration to exist. Click on "Collaboration Protocols" for additional ways to make collaboration easy in the classroom.
The Discussion Strategy is a process by which both speaking and listening skills are taught and valued. It promotes collaboration and questioning skills as well. The suggested ratio is 80% student talk to 20% teacher talk. Click the "Discussion Protocols" button to enhance classroom talk!
The Feedback Strategy provides both teacher and student perspective on performance in relation to goals sought and meaningful ways to improve. Data collection, formative assessments, and student self-assessment are examples included on this page. Click on "Feedback Protocols" for additional methods and strategies.
The Questioning Strategy assists students to connect concepts, make inferences, increase awareness, encourage creative and imaginative thought, aid critical thinking processes, and generally helps students explore deeper levels of knowing, thinking, and understanding. Click "Questioning Protocols" for more information and specific protocols to use.
The Reading Strategy promotes the idea that building reading skills is a continuous process. Incorporating reading and skills to improve reading creates a sense of expectation and importance for students. Reading must be included in all secondary subjects. Click the "Reading Protocols" for specific reading strategies.
The Writing Strategy is a process that promotes critical thinking and is not content-specific. These strategies help students to develop expressive language skills and fluency as well as train students to process information. Writing should be included in all subjects, including mathematics. Click "Writing Protocols" for ways that will improve learning via the written word.
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I believe that every professional in the business would agree that time in the classroom is finite and valuable. So why do we sometimes give in to the "group work" mentality? We've all had times when it easier to put students together and let them work through problems, questions, or even to start homework before class ended. Our instructions are minimal ("get into groups no larger than four and do problems 1-10 even only"). Sometimes it goes well and other times you may wonder why in the world the students were not working. It's time to go "beyond group work."
Collaboration in the classroom is planned, organized, and with clear objectives in mind. With prior planning it can also be spontaneous. How? Early in the semester create and assign teams, trios, and groups of four. These group assignments do not need to be by name. For me, I used gem names for groups of four (pearl, garnet, diamond, emerald, etc.), trios were numbers (1,2,3), and teams were letters (A Team, Z Team, etc.) While groups of four were set, trios and teams could change. For example, “Get into trios with a one two and three-your choice.” Provide students with a sticker to remind them of their groupings and ask them to place it on their folder for the class, but make sure you have the master copy just in case a student forgot to bring their folder. A sticker would have their name, their gem group, their trio number, and their team letter.
Of course, these can be modified based on personality, academic strength, etc. But the important thing is to plan it, assign it, and stick to it.
When you want students to work in groups, be very specific in directions. (“You will be working in teams today, I want As to work problems 2,4, and Bs 1,3,. Do not share your work yet. At the designated time, A you will work 1, 3 and B you will work 2,4. When time is called, share answers and work through problems if there is a discrepancy.”
There’s a lot going on here. First, the burden of all of the work is not on the “smart” student, a major complaint of high-flyers. For collaboration to really happen, each student has a specific part of the whole assignment. Students must talk to each other vocally explaining how they arrived at their answer. Second, the teacher is monitoring the students. This is critical, especially at the beginning of the semester. As the semester progresses, allow students more freedom because they know what is expected. Finally, for true collaboration to take place, each member of the group must be dependent on others with the group; otherwise, some students slide while others work hard. Make sure students are held accountable for their efforts- as an individual and as part of a team.
There are plenty of ways to teach students (37) that include collaboration as the main strategy. Click on Classroom Protocols, then Collaboration, and start exploring. If you like what you see, let me know. Do you have a strategy that you would like to share? Send it to athetford@edumentality.com.
Collaboration in the classroom is planned, organized, and with clear objectives in mind. With prior planning it can also be spontaneous. How? Early in the semester create and assign teams, trios, and groups of four. These group assignments do not need to be by name. For me, I used gem names for groups of four (pearl, garnet, diamond, emerald, etc.), trios were numbers (1,2,3), and teams were letters (A Team, Z Team, etc.) While groups of four were set, trios and teams could change. For example, “Get into trios with a one two and three-your choice.” Provide students with a sticker to remind them of their groupings and ask them to place it on their folder for the class, but make sure you have the master copy just in case a student forgot to bring their folder. A sticker would have their name, their gem group, their trio number, and their team letter.
Of course, these can be modified based on personality, academic strength, etc. But the important thing is to plan it, assign it, and stick to it.
When you want students to work in groups, be very specific in directions. (“You will be working in teams today, I want As to work problems 2,4, and Bs 1,3,. Do not share your work yet. At the designated time, A you will work 1, 3 and B you will work 2,4. When time is called, share answers and work through problems if there is a discrepancy.”
There’s a lot going on here. First, the burden of all of the work is not on the “smart” student, a major complaint of high-flyers. For collaboration to really happen, each student has a specific part of the whole assignment. Students must talk to each other vocally explaining how they arrived at their answer. Second, the teacher is monitoring the students. This is critical, especially at the beginning of the semester. As the semester progresses, allow students more freedom because they know what is expected. Finally, for true collaboration to take place, each member of the group must be dependent on others with the group; otherwise, some students slide while others work hard. Make sure students are held accountable for their efforts- as an individual and as part of a team.
There are plenty of ways to teach students (37) that include collaboration as the main strategy. Click on Classroom Protocols, then Collaboration, and start exploring. If you like what you see, let me know. Do you have a strategy that you would like to share? Send it to athetford@edumentality.com.
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Words are so powerful, just take the word informal. For many, informal means “casual” and casual means unplanned, off-the-cuff, and spontaneous. Following through on that thought, if the words “informal” and “assessment” are joined, there may be a misunderstanding that informal assessments are unplanned, off-the-cuff, and spontaneous too. Truly, to maximize time with students and to use informal assessments properly, deliberately planning informal assessments throughout the lesson is a must! When teachers insert an informal assessment before, during, or after a lesson, the first question that comes to mind is what is the purpose of the assessment? Is it to measure a student’s progress or to check understanding or to allow students to monitor their own learning? An informal assessment must have a primary purpose, otherwise, time is wasted! The protocol below is a standard in many American classrooms and if used properly, the K-W-L chart can provide mountains of data, for both teacher and student alike:
K-W-L CHART (Feedback, Writing, Discussion)
Description: K-W-L, a classic graphic organizer designed by Donna Ogle, connects prior knowledge with new information for maximum learning opportunities.
Application: This chart can be used as an assessment of learning.
Process: Have a topic in mind before class meets. Direct the students to create a three column chart (Label column one “K,” column two, “W,” and column three, “L.”). Announce the topic and remind students to write the topic at the top of the paper. Give instructions and allow thinking time: 1) List everything they Know about the topic; 2) Write everything they Want to know about the topic and set-aside; and 3) after the lesson, reflect and write what they Learned about the topic. Ask students to be thorough in the last column and discuss answers and/or turn-in as an informal assessment.
Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading in expository text. Reading Teacher 39 (6), 564-570.
K-W-L CHART (Feedback, Writing, Discussion)
Description: K-W-L, a classic graphic organizer designed by Donna Ogle, connects prior knowledge with new information for maximum learning opportunities.
Application: This chart can be used as an assessment of learning.
Process: Have a topic in mind before class meets. Direct the students to create a three column chart (Label column one “K,” column two, “W,” and column three, “L.”). Announce the topic and remind students to write the topic at the top of the paper. Give instructions and allow thinking time: 1) List everything they Know about the topic; 2) Write everything they Want to know about the topic and set-aside; and 3) after the lesson, reflect and write what they Learned about the topic. Ask students to be thorough in the last column and discuss answers and/or turn-in as an informal assessment.
Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading in expository text. Reading Teacher 39 (6), 564-570.