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Teacher explains the purpose of her lesson and why she is using the I See and I Wonder routine

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The teacher had used the routine previously a number of times. I saw that she introduced the big idea to the group as a whole and then broke down the groups to smaller ones ( pair) and then individual feedback) I noticed that she was particularly interested in moving the students through slowly and asked them to look carefully at all times. When they offered ideas she sought justification

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The teacher had used the routine previously a number of times. I saw that she introduced the big idea to the group as a whole and then broke down the groups to smaller ones ( pair) and then individual feedback) I noticed that she was particularly interested in moving the students through slowly and asked them to look carefully at all times. When they offered ideas she sought justification

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A language rich classroom with lots of things on the walls.

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Reinforcement of routines and strategies: E.g. 'I like the way that you used what you already know' and directing Ss in WC feedback to describing what they saw first.

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Scaffolding

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teacher started with reminding the students of yesterday's lesson . She showed them a document of the conventions opf the right of the child.

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Teacher elicits responses from students about pictures. What do you see? What questions do you have?

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As they had used the routine before, T & Ss did it together (modelling) and then Ss did in pairs (you do together)

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- Question stems of " I see ..." on the board
- Students participated in pair work after the T modeled
- Students appeared to be familiar with the use of routines

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Students discuss pictures of children in photos using the I See and I Wonder routine. Students take notes in a worksheet:
- What do you see?
- What do you think is going on?
- What makes you say that?

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Ss sitting both on the floor on cushions in very relaxed manner and at desks

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Allowed for monitoring, formative assessment & further support or extension when necessary.

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I think that she was keen to draw on past experience and bring the prior knowledge of the children into the classroom.  She was careful to include all of the ideas offered and asked students to draw conclusions prior to the feedback session by using the discussion process.  She used language like "What makes you say that?" and 'What might be going on in this picture?" "What were you basing that idea on?" She took care to always stretch the answers. I think that the reporting back process was an important part of the learning process and the way she gave a sheet to record the findings was also a good way of collecting new ideas, language and coming up with a conclusion

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I think that she was keen to draw on past experience and bring the prior knowledge of the children into the classroom.  She was careful to include all of the ideas offered and asked students to draw conclusions prior to the feedback session by using the discussion process.  She used language like "What makes you say that?" and 'What might be going on in this picture?" "What were you basing that idea on?" She took care to always stretch the answers. I think that the reporting back process was an important part of the learning process and the way she gave a sheet to record the findings was also a good way of collecting new ideas, language and coming up with a conclusion

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The teacher asks Ss to draw conclusions about the photos that they had in their respective groups. The theme of the lesson was on the human rights of the child.

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Students had a lot of knowlegde about Nazis, Judaism, Star of David
Some could read German

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I thought the use of images was very effective in eliciting ideas and opinions from the students. Students had to put themselves in the shoes of children around their own age who do not have the same rights that they do.

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It's important to remind Ss of the structure of the routine in all the phases of the class - modelling, pair work & class discussion so that the Ss can learn it explicitly and use it independently in the future.

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What I liked the most about the T's scaffolding is her questioning techniques - Whenever a S tried to jump to a conclusion too quickly, the T asked for the “big ideas” - "...some sort of slavery" , T followed up " let me pull you back a little - what makes you think… "- that help Ss think about the evidence to support their ideas

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I thought the teacher was very good at eliciting thoughtful responses from the students using the thinking routine I See and I Wonder. She used questioning very well.

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The teacher didn't stop questioning.
Why do you think that?
What were you noticing?
What were you seeing?

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I thought the students were engaged in the lesson and were eager to share their ideas.

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I wonder how and when she was going to address some of the important points that the children raised. There were comments about the different levels of children in forced labour.  I also thing that there would be good opportunities for children to visit the ideas and tables of other groups to hear what they thought as the report back process was quick and it was difficult to comprehend the level of understanding of all.

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I wonder how and when she was going to address some of the important points that the children raised. There were comments about the different levels of children in forced labour.  I also thing that there would be good opportunities for children to visit the ideas and tables of other groups to hear what they thought as the report back process was quick and it was difficult to comprehend the level of understanding of all.

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I thought it was quite a sophisticated topic for the age-group - the rights of the child

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I wonder what the balance is in using classroom routines between reinforcing the routine and not inhibiting the flow of an interaction or expression. There's art of teaching involved here.

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It's important to provide scaffolding to help the Ss use the routine.

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The teacher made a comment that the students responded better in this lesson than in previous lessons because they were more familiar with the thinking routine. I wonder how often the teacher uses this routine and whether she uses other routines as well.

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I wonder what type of task is going to come next after all the thinking and wondering. A lot of language was built up.

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Her application of STW is a good demonstration how topics/tasks which are related to SEL can be taught. This experience helps Ss learn that they shouldn't jump to the conclusions too quickly and they should listen to each other and help each other to notice things and to understand the situations better

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Allows for a balance between teacher instruction and student work. Teacher instruction is more efficient.

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I see that students trust the teacher a lot that they feel safe to air any opinions. Also, the teacher never judges their responses.

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This is also a 'looking closely' routine but is more general, so it could be used to generate interest in an object or a system. Or it could focus on a larger system and lead the way to finding out what sub-systems the students are interested in.

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This topic could be used in a secondary English language classroom in Hong Kong, but in the current climate it must be treated with some care. As far is a language focus is concerned, there would be opportunities to focus on the language of group interaction or the language related to a particular article that students read on the topic of universal rights of the child.

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I see no problem with using it in the local context or a great need to adapt it. I have used 'See, Think' in MMT Seed Project and See Think Wonder in my radio drama workshop as a suggested exercise for teachers to use with pictures of OTR to introduce Ss to the way that radio drama is performed.  Sentence stems are important.

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using STW for any discussion activities, writing and speaking tasks would be very useful.

Related target vocabulary and sentence patterns can be introduced (still a matter of lack of exposure or accumulation of meaningful learning experienced to most Ss); also crucial to let the learning of those words stick after the activity ends

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I think a HK classroom would need a topic that students knew something about.
To be able to do the task the students would need the language of wondering:
Maybe...
I wonder if... etc.

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Have used this routine in adapted form with a Passage from Despereaux looking at how the symbols of light and dark help to position the reader to understand the way characters are developed and understood.  On a very simple level

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Have used this routine in adapted form with a Passage from Despereaux looking at how the symbols of light and dark help to position the reader to understand the way characters are developed and understood.  On a very simple level

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1. We looked closely at where light and dark were evident in a short extract
2. Students were asked to think of ways each character and their actions might match with two light/dark quotes
3. Students were asked to write down some ideas which showed the duality of the characters and their 'chiaroscuro" nature. This language was obiously much simpler for the exercise