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See-Think-Wonder (http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html)
A routine for exploring works of art and other interesting things
Purpose: What kind of thinking does this routine encourage?
This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.
Application: When and Where can it be used?
Use this routine when you want students to think carefully about why something looks the way it does or is the way it is.
Use the routine at the beginning of a new unit to motivate student interest or
try it with an object that connects to a topic during the unit of study, or even
consider using the routine with an interesting object near the end of a unit to encourage students to further apply their new knowledge and ideas.
Launch: What are some tips for starting and using this routine?
(See/Watch/Hear/Feel/Taste) Ask students to make an observation about an object--it could be an artwork, image, artifact or topic--and follow up with what they think might be going on or what they think this observation might be.
(Think) Encourage students to back up their interpretation with reasons (using the appropriate terms).
(Wonder) Ask students to think about what this makes them wonder about the object or topic.
The routine works best when a student responds by using the three stems together at the same time, i.e., "I see..., I think..., I wonder...." However, you may find that students begin by using one stem at a time, and that you need to scaffold each response with a follow up question for the next stem. (What makes you say that?)
(Think-pair-share) The routine works well in a group discussion but in some cases you may want to ask students to try the routine individually on paper or in their heads before sharing out as a class. Student responses to the routine can be written down and recorded so that a class chart of observations, interpretations and wonderings are listed for all to see and return to during the course of study.
Video
Activity (In your group)
Roles
(Only 1 of you) Teacher: Conduct the activity.
(The rest) Student: (I see ..., I think ..., I wonder ...)
(2 of you) Observer: Using the butcher sheets,
A) Record down what the teacher saying/doing.
B) Record down what the students saying/doing.
The Classroom of the Future (Pick one picture and begin your role play)
Debrief (All back as teachers)
Share your insights in the following order using See-think-wonder.
(See-think-wonder the See-think-wonder routine)
1) Observers to share your insights about this routine based on what you have recorded.
a) What you saw
b) What you think
c) What you wonder
2) Those who role-played as teachers and students, to share your insights about this routine based on what you have experienced.
a) What you saw (maybe in how the students reacted)
b) What you think (maybe how this routine can be used in certain lessons)
c) What you wonder (maybe how this routine can be used differently from the activity)
Remember to assign someone to record this debrief (in three segments 'See', 'Think' and 'Wonder')
Personal Experience
See-Think-Wonder
- Is it possible to layer this routine with another? See (Generate), Think (Sort, Connect and Elaborate), Wonder
- What stance to take (Facilitative, Collaborative or Instructive) in reacting to students' responses?
- Who's thinking was made visible? Was it the teacher's thinking through the students' mouth or the student who was most dominant and vocal? Was there equity of voice? Was everyone open-minded enough such that there every opinion is valued?
Thinking Routines
We should parallel these routines in our work especially when we get to work with one another.
- During PPRCs, meetings, discussions, solving problems, brainstorming, CCA, CCE
The more we do it, the more comfortable we will be.
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