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Since many students benefit from visuals, See-Think-Wonder is a great activity to help them analyze a picture and ask questions.

In order to run the activity, you will give the students a chart that says See-Think-Wonder. It is helpful to write prompting questions such as what to do you see, what to do you think, what to do you wonder in order to guide their thinking.

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Engaging Students in Conversations with See, Think, Wonder

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Engaging Students in Conversations with See, Think, Wonder

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1. First, you can have students share their answers for the "See" column.

2. Once students have responded to the See column, they can then share their responses to the "Think" column.

3. Finally, you can have students share their "Wonders" from the images. (This can also initiate a discussion because once a wonder question has been asked, if another student thinks they know the answer, they can respond.)

By using this formula for students to state their opinions, you are supporting the students who might have something to say, but not know exactly how to formulate it in a sentence to be shared.

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Questions to ask your students to help them "see, think, and wonder"

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Questions to ask your students to help them "see, think, and wonder"

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What do you see? What details stand out? (At this stage, elicit observations, not interpretations.)

What do you think is going on? What makes you say that?

What does this make you wonder? What broader questions does this image raise for you?

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Composition Unpacking | See, Think, Wonder!

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This routine helps students make connections. Ask students these three questions:

How are the ideas and information presented connected to what you know already know?

What new ideas extended or pushed your thinking in new directions?

What is still challenging or confusing for you?

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This routine helps students explore various aspects of an idea.
Ask students these four questions:

E = Excited. What excites you about this idea?

W = Worrisome. What worries you about this idea?

N = Need to Know. What else do you need to know or find out about it?

S = Stance, Steps, or Suggestions for Moving Forward. What is your current stance on the idea or proposition?

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After working in teams for a week, children join their collaborative effort and create the ideal city. On this video, you will see children looking at their work through the thinking routine See/Think/Wonder

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See think wonder routine with 4 years old  - the city - 2011 - Edu1st

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Worksheets teachers can share with students.

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·      The study found that thinking routines build up positive attitudes about thinking and learning.

·       Considering the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to engage young children’s minds in thinking activities.

Promoting a Culture of Thinking in the Young Child
Early Childhood Educ J (2008) 35:457–461

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·       Constructive questions frame the intellectual endeavor in which students are to be engaged and point them toward uncovering fundamental ideas and principles that aid understanding.

·      Good questioning not only helps students succeed in the specific assigned cognitive task, but also helps them learn how to cultivate the dispositions they will need to persist and succeed in all subject areas.

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·      All teachers want to ask good questions, the kind that can drive learning and elicit deep thinking.

·      Teachers’ constructive questions navigate the important ideas and conceptual anchors in such a way as to ensure that students do not miss them.

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Good thinking is not only a matter of skills, but also a matter of dispositions. Open- mindedness, curiosity, attention to evidence, skepticism, and imaginativeness all make for good thinking.

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·      Learning is a consequence of thinking. Students' understanding of content, and even their memory for content, increases when they think through—and with—the concepts and information they are studying.

·      All students can engage in a conversation focused on personal thoughts rather than definitive knowledge.

·      Reflection is more complex than simply remembering.

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Promoting a Culture of Thinking in the Young Child AS (reading)

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Promoting a Culture of Thinking in the Young Child AS (reading)

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---routines= recurring events
-thinking routines help establish a culture of thinking in the classroom
-thinking, for young children may be revealed through drawings
-thinking routines help children make connections and help them define thinking
-" The adult’s role is to nurture the child’s natural disposition to learn by engaging his/her mind in thinking dispositions towards cultivating a culture of thinking. "
- "The study found that when thinking is part of the daily routine, children become alert to situations that call for thinking, and, as a result, they build up positive attitudes toward thinking and learning."
-" When children are aware of their thinking processes, they develop dispositions of good thinking and become more critical and able to expand their expressive repertoire (writing, drawing, dancing, and singing). Developing dispositions of good thinking results in a better understanding of the world, allowing children to learn more and perform better in school. "

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Promoting a Culture of Thinking in the Young Child AS (reading)

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Promoting a Culture of Thinking in the Young Child AS (reading)

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" Visible thinking is any kind of observable representation that documents and supports the development of an individual’s or group’s thoughts and questions (Ritchhart et al. 2006). "
-creating a culture of thinking involves practice
-teachers must evaluate their own "thinking dispositions" in order to teach them
-" A culture of thinking comes from social practices that create thinking dispositions. "

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See, Think, Wonder

Young children are visual learners.

"SEE"  Ask children what they see with there eyes.

"THINK" is a process, make connections to get them to "dig deeper"
Tie it all in, children have scattered brains so you have to bring them back to focus.

"WONDER" this is when you ask questions to prompt the students.

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(video)
-good thinkers know how to think creatively, critically and deeply and they do it
-habits of observing, analyzing and questioning
-thinking routines are simple structures= questions or steps, can be done alone or in a group, invite broad range of thinking, transfer easily to any context
-helps students move beyond the superficial
-digging deeper makes the complex accessible
-Practice helps learners become sensitive to using thinking routines in the wild and helps develop Habits of Mind-->sustain curiosity
-use thinking routines in as many contexts as possible to get comfortable ex: asking deep questions, making connections, generating explanantions

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How to be better thinkers?
Is teaching skills enough?
Observe, analyse, question
Can we teach this?
Thinking routines make it possible ----using see, think, wonder
We can use this routine for any type of thinking or any context, it is a universal tool.
This allows students to "dig deeper" into their thinking and not just say what they see on the surface but actually reflect on what they see.
A thinking routine will become a habit.
By using the same thinking routine over and over again, the students will get used to it and this routine will become simple for them.
They will become intentional learners and have a deep understanding for what they have learned.