KWLH
Also known as: KWL chart, KWLH chart
Initially created by Donna Ogle as a comprehension strategy, this teaching technique helps students access background knowledge, formulate questions, and document information learned.
Students use the acronym to gather new information and make links to what they already know:
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- K – what they might already KNOW about the subject or topic
- W – what they WANT to learn
- L – what they LEARN in real time
- H – HOW more learning can happen.
ICT templates
Make sure you are logged into your Microsoft account (new window) or Google account (new window) before accessing these templates. For more support refer to Getting started with technology (new window)
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Office 365 |
Word – KWLH chart (new window) |
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Google G Suite |
Docs – KWLH chart (new window) |
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Apple |
Keynote – KWLH activity (new window) |
How to use with ICT
Use a shareable KWLH chart as a monitoring/tracking tool during reading. Students update their answers to questions in the LEARN section, then formulate new questions in the WANT to Learn section, all in real time as they read.
Single computer
Project a KWL chart and direct students’ thinking to what they might already know about the topic. Encourage them to brainstorm and pose questions, which can be directly entered to create a graphic organiser for class discussion.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| KWL webpage on The Teacher Toolkit website | KWL on The Teacher Toolkit website (new window) | Models a three-step process to activate students’ background knowledge, develop a purpose for learning and be able to summarise. Provides information on how to use, when to use, variations to use and downloadable templates to use. |
| Creating question and answer books through guided research by Renee Goularte | Creating question and answer books (new window) | This lesson plan develops a series of reading and writing activities designed to teach research strategies. The process uses KWL charts and interactive writing as key components of organising information. |
| Free KWL templates for Word, PowerPoint and PDF as part of the Edraw software platform | KWL templates (new window) | KWL templates to download and use within free drawing software. |
Disclaimer
Links to third-party websites:
If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party websites.
Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.