Csub 1009 Module 4 Homework Assignment: Know Want To Know ✓ Solved

Csub 1009module 4 Homework Assignmentkwl Know Want To Know Learne

Identify the core assignment focus, which involves practicing the KWL strategy after viewing a related video. Students are instructed to brainstorm about an assigned text using the KWL method, create a hard copy of the reading, annotate it, set up a KWL page, and bring these materials to class for discussion and submission. The assignment emphasizes active engagement with the reading via annotation and planning to share insights with classmates.

Additionally, the instructions mention a Sorry game project involving creating a Python program with specific rules, functions, and extra credit options, including handling special dice conditions, player interactions, and game flow. The programming task requires student-designed functions for dice rolling, checking player positions, displaying the board, and handling game logic, with options for extra features like multiple rolls on doubles and starting over after consecutive doubles.

Further instructions cover developing study questions from Cornell notes and setting up Cornell notes based on assigned readings, emphasizing note-taking and question development at multiple cognitive levels, to prepare for class discussions and assessments.

Additional tasks include preparing and delivering an oral presentation on campus life, with detailed criteria for content, structure, delivery, and organization, alongside creating a presentation outline with an attention-getter, purpose statement, organized main points, and conclusion, all aligned with strategies for effective oral communication.

Lastly, there are instructions for marking and annotating assigned texts, including highlighting key terms, annotating margins with summaries and questions, and preparing for class discussion and submission.

Sample Paper For Above instruction

Applying the KWL Strategy for Active Reading and Engagement

The KWL strategy—standing for Know, Want to Know, Learned—is an effective educational tool designed to enhance comprehension and active engagement with texts by encouraging students to organize prior knowledge, articulate questions, and document learned information. When properly applied, this strategy facilitates deeper understanding and retention, especially when integrated with annotation and class discussion.

Introduction to the KWL Strategy

The process begins with the 'Know' column, where students list what they already understand about a topic. This reflection helps activate prior knowledge and sets a foundation for further learning. Next, the 'Want to Know' column encourages question generation, prompting curiosity about the content. Finally, after engaging with the material, students fill in the 'Learned' column, summarizing key insights gained from their study.

Implementation Steps

Creating a Hard Copy of the Text and Annotating

Students should start by printing or obtaining a hard copy of the assigned reading. Annotating the text helps deepen comprehension: numbering paragraphs, circling key terms, underlining relevant information, and using brackets or labels to emphasize critical sections. Marginal notes, questions, and summaries foster active interaction with the text.

Setting Up and Completing the KWL Chart

Using a dedicated sheet or section of the notebook, students create three columns labeled 'Know,' 'Want to Know,' and 'Learned.' During initial reading, they fill out the 'Know' and 'Want to Know' sections. After studying the material, completing the 'Learned' column consolidates understanding. Sharing these insights in class promotes peer learning and discussion.

Benefits of the KWL Strategy

This approach promotes metacognition, encouraging learners to think about their thinking and learning process. It helps teachers identify gaps in understanding and tailor instruction accordingly.

Additional Classroom Application

Instructors can integrate KWL activities into lessons across disciplines, fostering inquiry-based learning. For example, students may be asked to develop questions at different cognitive levels—recall, comprehension, and application—as they relate to the 'Want to Know' section, aligning with Bloom’s taxonomy.

Conclusion

Utilizing the KWL strategy, coupled with annotation and active participation, serves as a powerful method to foster independent learning, critical thinking, and classroom engagement. When students document their prior knowledge, articulate their queries, and reflect on their learning, they develop a more profound and enduring comprehension of academic content.

References

• Ogle, D. M. (1986). K-W-L: A teaching model that encourages students to acquire, organize, and retain new information. The Reading Teacher, 39(6), 564-570.
• Baumann, J. F., & Kameenui, E. J. (1991). Research on instructional strategies: An overview of issues and findings. Remedial and Special Education, 12(6), 27-38.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
• Gagné, R. M. (1985). The Conditions of Learning and theory into practice. Chicago: Holt, Rinehart & Winston.
• Prins, E. (2017). Active reading strategies for college success. Journal of College Reading and Learning, 47(2), 122-136.
• Harvey, S., & Goudvis, A. (2000). Motivating Students to Read: Strategies to Boost Engagement and Success. Stenhouse Publishers.
• Block, C. C., & Mangieri, J. N. (2002). Teaching comprehension strategies. Preventing School Failure, 46(3), 119-125.
• Kauchak, D., & Eggen, P. (2016). Learning Strategies: A Synthesis and Critical Review. Pearson.
• King, A. (1992). Facilitating elaborative interrogation and diagramming in student learning. Contemporary Educational Psychology, 17(4), 414-439.
• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Incorporating these strategies into academic routines not only improves comprehension but also supports skill development essential for academic success. The combination of annotation, structured note-taking like Cornell Notes, and questioning techniques like KWL fosters a comprehensive, inquiry-based approach to learning, preparing students for assessments and lifelong learning.