KWL (Know – Want to Know – Learned) Skills

Self-Management

This method can be used as an introductory strategy in order for pupils to document their present level of knowledge and what gaps may exist in that knowledge, to structure progress in their learning and to analyse what new information has been learned after research. This activity builds upon prior knowledge and understanding and develops teamwork skills. If the K-W-L is carried out in groups, it may consolidate communication skills and teamwork.

1. 
   On a K-W-L grid (see below), pupils write under ‘K’ what they think they already know about a particular topic or issue. If pupils are working in groups, they may wish to use a Post-It style activity before writing their combined ideas onto the grid.
   

2. 
   Pupils are then encouraged to think about the gaps in their knowledge by filling out what they want to know in the ‘W’ column.
   

3. 
   Once the topic is completed, pupils might return to their grids to fill in the final ‘L’ column. Here they confirm the accuracy of their first two columns and compare what they have learned with their initial thoughts on the topic in the ‘K’ column.
   

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CRITICAL THINKING

Critical thinking is a disciplined approach to conceptualizing, evaluating, analyzing and synthesizing information from observation, experience, refection or reasoning. It can then become the basis for action. Critical thinking is often associated with a willingness to imagine or remain open to considering alternative perspectives, to integrate new or revised perspectives into our ways of thinking and acting, and with a commitment to participatory democracy and to fostering criticality in others.

At a basic level, the process of critical thinking involves:

• 
  gathering relevant information;
  
• 
  evaluating and questioning evidence;
  

• 
  drawing warranted conclusions and generalizations;
  
• 
  revising assumptions and hypotheses on the basis of wider experience.
  

1. 
   Process the information derived from visual or from oral evidence. This could equally be applied to information derived from reading primary source documents, data gathered from a survey or questionnaire, or information collected from several secondary sources, such as a selection of textbooks, encyclopedias or websites.
   

2. 
   Understand key points, assumptions or hypotheses that structure investigation of the evidence, or in later activities, underlie the arguments.
   

3. 
   Analyse how these key components, and the visual and oral evidence, ft together and relate to each other.
   

4. 
   Compare and explore the similarities and differences between individual images, or between different personal accounts and memories.
   

5. 
   Synthesise by bringing together different sources of information to construct an argument or set of ideas. Make connections between the different sources that shape and support your ideas.
   

6. 
   Evaluate the validity and reliability of evidence in relation to your investigation, and how the evidence supports or contradicts your assumptions and emerging ideas.
   

7. 
   Apply the understanding gained by presenting an interpretation in response to the questions that underlay the investigation.
   

8. 
   Justify ideas and interpretations in defending arguments about the conclusions reached and implications identified.
   

Bloom’s taxonomy of Education Goals has been one of the most influential books among teachers, who want to develop pupil’s critical thinking in the process of active teaching and learning.