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 stu-dent interest
or try it with an object that connects to a topic during the unit
of study. 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?
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. Encourage students to back up their interpretation with
reasons. 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 ques-tion for
the next stem.
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. Stu-dent
responses to the routine can be written down and recorded so that
a class chart of obser-vations, interpretations and wonderings are
listed for all to see and return to during the course of study.