My manager told me that all of the studies show that using this chart helps students’ memory, yet all I remember is my teacher wasting my time.
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It is a good idea to have students keep it and review it every day you have a lesson. When I was in school, my teachers would do it once and then put it in a binder, where it was forgotten and never looked at again.
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It really depends on how you use them. I have found KWL charts useful for starting student discussions. They help me understand what students already know about a topic. It’s also helpful for memory if you revisit the chart at the end of a lesson. Having students help fill in the “L” section after discussing the common responses from the “K” and “W” sections can make a big difference. Just my thoughts.
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In my middle school science classes, I use a KLEWS chart that stays up for the entire unit. The students have really enjoyed it! This chart fits perfectly with my inquiry-based lessons. We start by listing what we want to know (K), then note what we’re learning (L). On big experiment days, we add our evidence (E), and students jot down any questions (W) they have, which I address during the day. Finally, we record key scientific concepts and vocab (S) from each lesson.
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I do not find the current approach very effective for what I’m aiming to achieve. The “Know” section often has incorrect information, and the “want to know” part usually lacks depth because they’re not familiar enough with the topics. The “learned” section is decent, though. It’s usually better to provide the background info myself and give them a clear question to focus on. If students don’t have much prior knowledge, making them guess can be frustrating and unproductive.