Sir,i am interested in doing my assignment on KLEW chart which is an assessment tool.
In the science version of the KLEW chart, emphasis is placed on connecting claims and evidence. The K column is used to document assessment of prior knowledge and is framed as WHAT WE THINK WE KNOW. This allows for initial thinking, whether or not it is scientifically accurate, to be recorded prior to investigation and explanation building. We have found it useful to use this aspect of the chart as a vehicle for reflecting on learning over time as students develop deeper understanding of the science. In the second column of the KLEW chart, we describe as WHAT ARE WE LEARNING. This is where claims are recorded throughout a unit as they are generated, usually following each series of investigations. Even though this is the second column of the chart, it is not necessarily the second step in the instructional sequence. Students first collect, record, and discuss data from their investigations, which is documented in the next column, WHAT’S YOUR EVIDENCE? In practice, we have found it helpful to directly connect claims in the L column to particular supporting evidence in the E column using arrows. The final column is for WONDERINGS and can be used throughout the instructional sequence to record students’ questions that arise during investigation and other aspects of science instruction, especially those that are testable questions and can be revisited and pursued as part of another lesson. In addition, many of the teachers that we work with rephrase misconceptions as wonderings so as not to place students on the spot.
Jyothis, please go ahead with appropriate literature citations. User Sub page has been created in wikipedia for this purpose.
Good luck! ~~~~Reshmi