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More simply, prescriptive models tell the student what to learn, while KWHL models ask the student what he or she would like to learn.
To understand how KWHL differs from inquiry, it is helpful to look at the general structure of a unit from an inquiry perspective [ILLUSTRATION FOR FIGURE 4 OMITTED].
This question generates a list of things the children already know (prior knowledge, or the "K" of KWHL).
This generates a list of questions or things we want to know (the "W" of KWHL).
This generates a list of activities for us to do (part of the "H" of KWHL).
Teacher asks class what they would like to know about the topic, using the KWHL chart.
Teacher asks class how they might find out more information using the KWHL chart.
We assessed students during baseline and probe sessions within the general education classroom for acquisition of the KWHL chart.
Additionally, we evaluated the target students' generalization of the KWHL chart across lessons and units of science instruction.
After baseline and before intervention, during one 1-hr workshop, we trained peers to (a) embed a minimum of three learning trials per each science response (two science words, two science pictures, two word/picture matches, two concept statements) using constant time delay, and (b) embed trials to self-monitor science behaviors using a KWHL chart.
We established a baseline of student's ability to use a KWHL chart within the inclusive science classroom over three sessions prior to intervention (during Unit 1) or until consistent data were collected.
When the student response and KWHL baseline was found to be stable for all five students, peer-mediated embedded inquiry teaching sessions began.
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