An Expanded Observe-Wonder-Learn: Moving Observe-Wonder-Learn from Assessing Prior Knowledge into a Unit-Planning Tool

In this article the authors describe a model that starts from the basics of the OWL (observe, wonder, learn) large-group discussion strategy then moves onto new experiences that serve as the jumping off point for student-generated questions and investigations. The OWL version of a KWL (Know-Want to...

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Bibliographic Details
Published in:Science and children 2020-02, Vol.57 (6), p.58-63
Main Authors: Baird, Kate, Coy, Stephanie
Format: Article
Language:English
Subjects:
Child Development
Collaboration
Conferences
Data Analysis
Data Collection
Design
Engineering
Group Discussion
Individualized Instruction
Inquiry
Language
Language Acquisition
Learning
Learning Activities
Lesson Plans
Observation
Planning
Plants (Botany)
Science
Science Instruction
Student Attitudes
Student Development
Student Experience
Student Projects
Students
Success
Teaching Methods
Vocabulary
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Summary:In this article the authors describe a model that starts from the basics of the OWL (observe, wonder, learn) large-group discussion strategy then moves onto new experiences that serve as the jumping off point for student-generated questions and investigations. The OWL version of a KWL (Know-Want to Know-Learn) process becomes a path to language learning and inquiry-driven lessons based on the Shared Language model presented by Baird, Coy, and Pocock in Science and Children (2015). The O represents what the student has Observed, the W what the student has Wondered, and the L what the student has Learned. This technique is a great process for finding and addressing preconceptions and holes in student learning and language use. The authors present an overview of an OWL unit, a brief lesson description, and a writing sample.
ISSN:0036-8148
1943-4812