In
this week’s blog post assignment, I will be discussing the practicality of
surveys and inventories for the KWL procedure in my teaching situation. The KWL
procedure is for measuring student knowledge and stands for what I Know, what I Want to know, and what I Learned. The Know section allows for students
to recognize what they already know about the topic. The Want section allows for students to share what they wonder
and want to know about the topic. The Learned
section allows for students to communicate what they learned about the topic
after instruction. Each section allows for the student identify their understanding
and the teacher to assess learning. In doing so, Shermis and DiVesta (2011)
suggest that using the KWL procedure enables teachers and students to, “Establish
exiting levels of knowledge about the topic being studied, set the purpose or
objectives for an instructional unit, monitor student learning, learn how to
repair difficulties that occur while learning […], making applications for
learning and extending learning beyond assignments, providing feedback on what
was achieved” (p. 324-5).
Given my subject area of health/fitness
and teaching situation, I believe that implementing surveys and inventories for
the KWL procedure would be a valuable addition. In my lifetime activities
class, I could utilize the KWL procedure for subjects such as a particular
skill, rules of a sport, or how to play a sport. Through the use of the KWL, I
would be able to adjust my lesson plans based on what students already know and
want to learn about the subject. After instruction and practice, I would be
able to assess students based on what they learned about the subject. I believe
that the KWL procedure has the potential to, “Emphasize unique instructional
and assessment requirements” (Shermis et al., 2011, p. 243).
References
Shermis, M. D., & J., D. V. (2011). Classroom assessment in action. Lanham, MD: Rowman & Littlefield.
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