As teachers, we’re always searching for effective ways to identify our students’ prior knowledge before diving into new lessons or texts. Traditionally, KWL charts have been a go-to tool for this purpose, focusing on activating prior knowledge. However, what if we need to assess prior knowledge instead? And do it in a way that’s both accurate and stress-free for our students?
Real Talk about KWL Charts: While KWL charts are great if students already possess the background knowledge, they can become a bit of a mess if they don’t. Instead of assessing what students actually know, KWL charts can sometimes end up showcasing what they don’t know—or even worse, what they think they know, but don’t. This can lead to confusion and gaps in understanding, making it harder for both teachers and students to move forward effectively.
So, what do we do when we need something better?
That’s where this simple, yet powerful alternative comes in.
Why This Alternative Works
Instead of asking students to fill out the traditional “What I Know, What I Want to Know, What I Learned” format, this activity focuses solely on what they already know about a topic. It’s an easy way to assess their background knowledge without adding any pressure or stress.
Here’s how it works:
Before starting a lesson or reading a new text, give your students a set amount of time—this could be three to five minutes, depending on what works best for your class.
During that time, students write down as many words as they can think of related to the topic, such as “weather.”
The key here is to keep the activity light and fun. Frame it as a simple, no-big-deal task where the goal is to see what they already know.
By keeping the tone relaxed, you avoid creating any confidence issues, which can sometimes crop up when students feel they’re being tested.
Pro Tip: Start with the Hardest Words
Here’s where the magic happens. To really tap into your students’ background knowledge, encourage them to start with the most difficult words they know.
Why? Because students might otherwise start with easy words like “rain” or “snow,” and never get around to writing down words like “precipitation” or “cumulonimbus” that they may actually know.
By suggesting they begin with the tougher words, you get a much clearer picture of their true understanding.
And remember, creating a classroom community where students feel safe is key. Make sure to tell them that for some, the hardest word might be something simple like “rain”—and that’s okay. This approach ensures all students feel valued and confident in what they know, regardless of their starting point.
This alternative to the KWL chart is not only easy to implement but also provides a more accurate assessment of your students’ background knowledge.
Give it a try in your classroom and see how it can enhance your understanding of what your students know before diving into new material.
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