SEE - THINK - WONDER SEE THINK WONDER Purpose: – – Looking at an image or object: SEE emphasizes the importance of observation as the basis for thinking and provides time to observe before interpreting What do you see? Having WONDER as the last step ensures that students had time to take in new What do you think is going on? information through their observing and thinking. opens up new WONDER What does it make you wonder? areas to be explored. Appropriate Content Uses and Variations Assessment and Tips Images can include a painting, a SEE-THINK-WONDER can be done SEE attention to details. photo, an artifact, a video clip, an one step at a time or by using the THINK responses should provide excerpt of text, a chart, or a found three prompts together at the support. object. same time. WONDER statements should be Images should have an element of This routine is generally used at broad and adventurous. ambiguity, and many different layers the beginning of a unit of study. Students using a worksheet give of explanation, as well as a Questions can be raised that might shorter responses so this routine is degree of detail. guide future inquiry. best done orally. The Steps Present the image in a way that allows students to see it in as much detail possible. You can project it on the Set Up: whiteboard or each team can have a copy to look at. Students are given 2 to 3 minutes to observe without any talking or discussion. See: Ask students to state what they noticed. They should only share what they could see and give no interpretations.
SEE - THINK - WONDER SEE – THINK – WONDER Looking at an image or object: What do you see? What do you think is going on? What does it make you wonder? Purpose: SEE emphasizes the importance of observation as the basis for thinking and provides time to observe before interpreting Having WONDER as the last step ensures that students had time to take in new information through their observing and thinking. WONDER opens up new areas to be explored. Appropriate Content Uses and Variations Assessment and Tips Images can include a painting, a photo, an artifact, a video clip, an excerpt of text, a chart, or a found object. Images should have an element of ambiguity, and many different layers of explanation, as well as a degree of detail. SEE-THINK-WONDER can be done one step at a time or by using the three prompts together at the same time. This routine is generally used at the beginning of a unit of study. Questions can be raised that might guide future inquiry. SEE attention to details. THINK responses should provide support. WONDER statements should be broad and adventurous. Students using a worksheet give shorter responses so this routine is best done orally. The Steps Set Up: Present the image in a way that allows students to see it in as much detail possible. You can project it on the whiteboard or each team can have a copy to look at. Students are given 2 to 3 minutes to observe without any talking or discussion. See: Ask students to state what they noticed. They should only share what they could see and give no interpretations.
Charts.Routines-for-introducing-and-exploring-ideas1.docx