A KWL chart—which stands for Know, Want to Know, and Learned—is a simple but powerful graphic organizer that helps students activate prior knowledge, set learning goals, and reflect on new understanding. Originally introduced by Donna Ogle, KWL charts provide a structure for engaging learners before, during, and after instruction.
In the “K” column, students record what they already know about a topic, activating prior knowledge and making connections to existing schemas. This process supports metacognition—thinking about one’s own thinking—by requiring learners to evaluate and articulate their current understanding. The “W” column invites students to generate questions and predictions, a practice linked to deeper comprehension and motivation to learn. The “L” column provides space to reflect on new knowledge, correct misconceptions, and consolidate learning, reinforcing metacognitive monitoring and self-evaluation.
Research demonstrates the following benefits for KWL charts:
Metacognitive Gains: Many of these studies show that using KWL helps students employ metacognitive strategies—especially monitoring (keeping track of what they understand / don’t understand), also reflection on learning. This is critical for students learning on their own or in challenging content.
Prediction / Question‐Generation (the “W” phase): The “W” part (What students want to know) helps set purpose for learning, and encourages prediction and curiosity. This seems to improve engagement and sometimes comprehension.
Help for MLL / ELL / International Students: Across contexts, KWL helps multilingual learners by giving them space to draw on their prior knowledge (often in their home language or lived experience), setting clear goals/questions (which can reduce anxiety / ambiguity), and reflecting at the end (which helps with vocabulary consolidation, noticing misunderstandings, etc.).
Transfer Across Subjects: Although initially associated with reading, many studies show its usefulness in mathematics, science, physics, etc. Thus useful across content‐areas.
Modified Versions & Adaptations: In some cases (e.g. modified KWL, using technology tools or group work, or combining KWL with other strategies) effectiveness increases or becomes more subject‐appropriate.