แปลภาษาอังกฤษเป็นไทย ออนไลน์ แปลภาษา แปลข้อความ แปลบทความ แปลเอกสาร แปลประโยคอังกฤษเป็นไทยทั้งประโยค แปลเอกสารภาษาอังกฤษเป็นภาษาไทยทั้งประโยค แปลประโยคอังกฤษเป็นไทย แปลอังกฤษ แปลไทย ฟรี [Translate] English to Thai Translation Translate Translator , ภาษาอังกฤษ มีใช้ในประเทศออสเตรเลีย แคนาดา ไอร์แลนด์ นิวซีแลนด์ สหราชอาณาจักร สหรัฐอเมริกา ไลบีเรีย เบลีซ แอฟริกาใต้ อินเดีย
KWL (Donna M. Ogle, 1986)
General Description:
Many teachers think they know how to use a KWL chart, but instead, often misuse this
powerful learning tool. Used correctly, it helps students make connections between
their prior knowledge or initial understandings and new information they will be
learning. It allows students to generate questions that interest them within the
boundaries dictated by the curriculum and/or the teacher.
Directions:
1. Decide what topic you want discussed on the KWL chart.
2. Decide how the information will be recorded (chart paper, transparency, etc.).
3. Ask students to list what they know about the topic in the K column. (If you know
students have little background knowledge of the topic, ask them to read a short
introductory piece of text. Then ask them to list what they know.) After completing
the K column, ask students to categorize and label the information they know.
4. In the W column, have students generate one or more questions they have about
what they know. Record these questions next to the known information. The
purpose is to link what students want to know with what they already know.
5. After further study, record answers or new knowledge that may lead to more
questions in the L column.
Tips:
Working individually or in small groups, have students record information for the K
column on sentence strips. As one idea is shared, collect similar statements.
Decide on one that best captures the information to tape to the chart.
Don’t correct or teach as the students contribute information they “know” even if it is
incorrect. Instead, lead them to generate a question in the W column that will lead
them to information that will correct the misconception. Remember, part of the
effectiveness of KWL is that students generate and research questions and ideas of
interest to them. You won’t ignore misconceptions, just delay addressing them. As
students learn accurate information, return to the chart and be explicit about how
and why the original statement is inaccurate.