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Instructional Strategy

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INSTRUCTIONAL STRATEGY

See-Think-Wonder

Grade:

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

Type:

Question & Inquire
/ Develop Language (MLL)
< 20

Minutes

When:

Before, during, and after reading

Materials:

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

Classical bust with question marks and lightbulb thought bubble, representing problem-solving
© beast01—iStock/ Getty Images Plus/Getty Images
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.
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Procedure

1
Preselect a piece of visual media (art, photograph, political cartoon, propaganda poster, video clip, etc.) that lends itself to deep analysis.
2
Display the chosen image to the class or distribute copies to each student.
3
Distribute a See-Think-Wonder graphic organizer to each student.
4
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?
5
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?
6
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?
7
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.
8
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.
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Differentiation

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.

Multilingual Learning Support

Beginning Proficiency: Help students participate fully by creating a bilingual See-Think-Wonder graphic organizer with simple headings in both English and students’ home language. In the “See” column, students can start by listing objects and details in their home language and then work with a partner to add English labels. For the “Think” column, provide simple sentence frames in both languages (e.g., “I think this is about…” / “Yo pienso que esto es sobre…” or “This shows…” / “Esto muestra…”). The “Wonder” column can include question starters (e.g., “Why…” / “¿Por qué…” and “How…” / “¿Cómo…”). During pair-share time, pair students who share the same home language so that they can discuss fully in their preferred language before sharing key points in English with the whole class.
Intermediate Proficiency: Create a dual-language word bank specific to the visual being analyzed, including descriptive vocabulary, action words, and common phrases students need for interpretation. The See-Think-Wonder organizer should include more complex sentence frames in English and Spanish (e.g., “Based on what I observe…” / “Según lo que observo…” or “This image suggests…” / “Esta imagen sugiere…”). During the Think phase, encourage students to first process their ideas in their home language and then work with a partner to develop these thoughts in English. When sharing with partners, students can practice using academic language to explain their thinking while still having access to their home language for clarification.
Advanced Proficiency: Support students in developing sophisticated analytical language in English while using their home language as a bridge for complex ideas. Encourage students to record detailed observations using academic vocabulary and complex sentence structures (e.g., “The prominent feature of this image suggests…” / “El elemento prominente de esta imagen sugiere…” or “The artist’s use of…conveys…” / “El uso que hace el artista de…transmite…” ). Students can explore how different cultures might interpret the same visual differently, using their cultural and linguistic knowledge to enrich class discussions. During pair-share, these students can serve as language models, helping peers express nuanced observations and interpretations while still drawing on their multilingual skills to deepen understanding.
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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.
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