KWLHAlso known as: KWL chart, KWLH chart
KWLH is a comprehension strategy designed to help students activate prior knowledge, formulate questions, and reflect on new information learned. The acronym stands for:
- 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.
- is a valuable tool for educators to support students' comprehension skills
- supports students to gather new information and make links to what they already know
- is often used as a collaborative group activity.
Google G Suite
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.
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.
|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.|
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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. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
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.