Instructional Strategy

INSTRUCTIONAL STRATEGY

See-Think-Wonder

Grade:

K-2, 3-5, 6-8, 9-12

Type:

Question & Inquire

/ Discuss & Collaborate

< 20

Minutes

When:

Before, during, and after reading

Materials:

Preselected image, See-Think-Wonder graphic organizer, whiteboard or display, writing utensils

Description

The See-Think-Wonder strategy promotes observation and reflection through a structured approach to exploring visual stimuli. This strategy also encourages critical thinking by guiding students to observe carefully (See), interpret their observations (Think), and generate questions (Wonder) about the subject matter. As they progress through these steps, students develop their ability to notice details, make inferences, and ask insightful questions, deepening their understanding while fostering curiosity and analytical thinking.

Procedure

Preselect a piece of visual media (art, photograph, political cartoon, propaganda poster, video clip, etc.) that lends itself to deep analysis.

Display the chosen image to the class or distribute copies to each student.

Distribute a See-Think-Wonder graphic organizer to each student.

Allow students time to observe and make notes, recording their observations of what they see and observe in the “See” column of the graphic organizer. Encourage observations, not interpretations, at this stage. You may wish to ask students:

What do you see?

What details stand out?

Provide students with time to contemplate and note their thoughts in the “Think” column. You may wish to ask students:

What do you think is going on/happening [in this piece of media]?

What makes you say that?

Provide students with time to contemplate and note their thoughts in the “Wonder” column on the graphic organizer. You may ask:

What does this observation make you wonder?

What broader questions does this image raise for you?

After completing the “See,” “Think,” and “Wonder” columns on the organizer, have students share their observations, collaborate on analysis, and present their findings with a partner or in a small group.

Invite each pair, or small group, to share their thoughts with the entire class for a broader discussion, emphasizing the insights and reflections of the contributions shared.

Differentiation

Sentence Starters: Offer sentence starters or prompts to help students begin their observations, reflections, and questions. This is particularly useful for students who may struggle with initiating their responses or articulating their thoughts.

Encourage Discussion: Facilitate discussions based on students’ responses. Use their wonderings as a launching pad for further exploration of the topic. This enhances thinking by encouraging students to connect their personal reflections to broader concepts, fostering critical thinking and inquiry skills.

Variations

See-Think-Wonder-Write: Incorporate a writing component where students write a reflective piece based on their observations, thoughts, and wonderings. This emphasizes written expression and allows students to organize their ideas more clearly.

Digital See-Think-Wonder: Use an online platform where students can record their observations, thoughts, and questions. They can then discuss in virtual breakout rooms and share their final insights with the whole class through a digital forum or collaborative document. This variation leverages technology to facilitate collaboration and sharing.

Instructional Strategy

INSTRUCTIONAL STRATEGY

See-Think-Wonder

Description

Procedure

Differentiation

Variations

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