See-Think-Wonder is the first routine I’ve ever used and the first one I wrote about in a post for the Teaching English British Council blog community. It is a routine that asks students to observe carefully, think about what they see, and ask questions. The wonderful thing about it is that it taps right into students’ imagination and curiosity. Curiosity when aroused means they are highly motivated, alert and open to learning. This openness in turn, allows for interesting and original observations, thoughts and questions which are communicated through meaningful language.
At the beginning of a topic or a unit, show students a painting, an image, an object. Make sure you choose a powerful stimulus to encourage observation, interpretation and wondering.
Ask students to reflect on the questions:
What do you see?
What do you think about it?
What does it make you wonder?
Allow for some quiet, uninterrupted observation time. Students can first jot down their responses before sharing them with the rest of the class. They work individually, in pairs or in small groups. It depends on how many ideas you want them to generate.
Have students present and share their responses with the rest of the class. Document their thinking and ideas. You can do this by using the board, post-it notes, construction papers on the walls, by encouraging the students to jot down the ideas shared.
See-Think-Wonder is a routine that works well when starting a topic. As with other thinking routines it’s important for a routine to be attached to meaningful content for thinking beyond surface to occur. I have used it with various topics: War/Peace, Asperger’s & Autism, School, The myth of Europe, Urbanization. I mainly used it when introducing the topic. I am sharing here two examples.
1. When introducing the topic of War/Peace I showed children Picasso’s Guernica. We first explored the painting through the Looking Ten Times Two routine. Groups then worked on the See-Think-Wonder. The ideas shared were:
2. A second case was when introducing the topic of Asperger’s & Autism. This time I chose Blue Butterflies Tongue, a fascinating painting by Steven Coventry, an artist with Asperger’s syndrome. This time many children chose to work in pairs so more ideas were shared:
In both these cases, the See-Think-Wonder routine unleashed in a beautiful way students’ creative and metaphoric thinking. The surprise and curiosity evoked by the visual stimuli used led to a heightened state of consciousness and emotion brought about by something unexpected. They contemplated with joy, their interest was stimulated, the stage for further inquiry was set, and positive expectations for the next lessons to come were created.
Things to consider: Students must provide answers to all three stems at the same time (I see-I think-I wonder). When you first use the routine, they may respond only to the first stem (I see). In this case prompt responses to the other two by asking the follow-up questions (i.e. What do you think about it? What does it make you wonder?). Once they get used to the routine, they’ll provide answers to all three stems at the same time.
Blue Butterflies Tongue: See-Think-Wonder, Art in the English Class project
Future Megacities: See-Think-Wonder, Art in the English Class project
Guernica: See-Think-Wonder, Art in the English Class project
School: See-Think-Wonder, Art in the English Class project