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.