Nov 9, 2022
The K-W-L-H Learning Strategy

The K-W-L-H learning method is probably the most popular strategies which were utilized by the learning community to read and understand texts as well as work on different school projects. This strategy originated by the researcher Donna Ogle in 1986 and was originally developed for studying literature. K-W-L-H is short for.

K is short for what I "Know."

W stands for what I "Want" to find out.

L is short for what I am learning/have "Learnt."

H represents "How" can I find out more on the topic.

This is normally represented in the table format. It is a comprehensive learning strategy in line with the constructivist theory of learning. The first column "K" accounts for the need for looking at each student's prior knowledge to help make connections with the niche to get studied. In this way, students could be more involved in the educational process as he/she will be "constructing meaning" beyond any new information gleaned and linking it on the prior knowledge base. No topic can be entirely new as learning normally occurs in graded levels. However, in the rare type of students having very limited experience a brand new topic, some pre-project or pre-reading exercises might be done. This can come under their prior knowledge base. Certain misconceptions with regards to a topic may also be cleared in the event that students make such entries inside prior knowledge column. Better understanding and clarity can be achieved as the students embark on learning this issue. "W" prompts students to articulate and note down whatever they would like to learn in regards to a particular topic so that you can bring the topic into focus and encourage their curiosity. "L" prompts students to notice down what you are learning as they find out more or even the project progresses in the systematic manner. They are clearly capable of see how their knowledge base on the niche is gathering. In the end, they will be able to articulate what they have learnt from this issue.

Finally, "H" that has been a later addition ensures that students can progress further in their learning journey on the particular topic by making them articulate methods of them to find out more about the subject or how to further innovate about the outcome of a project. For example, if this issue being studied is Shakespeare's As You Like It, the prior knowledge can include other Shakespeare plays that the scholars might have read like Macbeth. By reflecting and reviewing on their own prior knowledge, students will probably be capable to critically look at "new" play and assess it using prior knowledge. An entry in "W" may be a student would like to know how a comedy by Shakespeare compares using a tragedy like Macbeth. "L" might help them critically analyse the play and turn into more involved and engaged inside reading with the play. "H" will encourage students to read more comedy plays compiled by Shakespeare and look at and analyse them. Thus, an entire learning cycle might be tracked while using K-W-L-H learning strategy.

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