See-Think-Wonder: Unlocking Curiosity

The See Think Wonder routine is a simple yet powerful thinking routine designed to help students slow down, look carefully, and develop deeper understanding. Often used as part of Visible Thinking and other classroom routines, this strategy guides learners through three steps: first observing closely (See), then interpreting and making connections (Think), and finally asking questions (Wonder). Whether you're analysing primary sources, exploring new concepts, or reflecting on everyday objects, See Think Wonder encourages metacognitive skill building and a habit of curiosity that can transform how students learn.

Originally developed to make thinking visible in classrooms, this approach works across ages and subjects. For example, teachers might pair a See, Think, Wonder worksheet with a historical photograph or a science image to spark rich discussion and critical thinking. Because it's flexible and open-ended, it's equally effective for promoting engage ment in professional learning communities or supporting younger children learning to express their ideas.

By inviting students to share what they notice and wonder, the routine creates a collaborative environment where questions are valued as much as answers. In a time when encouraging independent thinking and curiosity is more important than ever, See Think Wonder offers a practical, accessible way to bring thoughtful exploration into everyday lessons.

Key Points:

• See Think Wonder is a thinking routine that builds observation, interpretation, and questioning skills.
• It uses visual prompts and structured steps to encourage critical thinking and metacognition.
• This routine supports a culture of curiosity and can be adapted for any age group or subject area.

‍




‍

What Is See-Think-Wonder Strategy?

The See-Think-Wonder strategy, a thinking routine crafted by Harvard's Project Zero, offers a structured approach to inquiry. It's a versatile tool designed to deepen our understanding by distinctly separating observa tion from interpretation, thus minimising the tendency for snap judgments.

How it Works:



1. See: Begin by observing carefully. What do you notice? Look at visual images, media clips, or artifacts without jumping to conclusions.
2. Think: Reflect on your observations. What thoughts or interpretations come to mind?
3. Wonder: Pose questions. What more would you like to explore or understand?

Interestingly, this routine boosts media literacy, enabling students to critically evaluate different sources and pose thoughtful questions. It's part of a larger initiative aimed at making thinking processes visible, which cultivates lifelong learning skills.

Applications:

• Visual media
• Political cartoons
• Scientific phenomena
• Historical artifacts

Whether applied to a classic piece of visual art or a contemporary video clip, See-Think-Wonder encourages a thoughtful exploration, and maybe just a little bit of curiosity, about the world around us.



‍

How See-Think-Wonder Works: Three Steps

Harvard's Project Zero introduced the See-Think-Wonder strategy as a active approach to encouraging inquiry in education. This method encourages critical thinking and curiosity through a structured process: observing, interpreting, and questioning. Imagine a balanced discussion encapsulated in three stages, where observation leads to interpretation, paving the way for exploration.

Adaptable and flexible, this strategy can cater to various educational contexts, including media literacy and beyond. Though it primarily targets visual content, it's versatile enough to be tailored across subjects. Its core aim? To inspire students to thoughtfully engage with and reflect upon the world around them through active learning.



‍

Step 1: See, Observe First

The initial step, "See," centres around careful observation. Encourage students to detail what they notice without jumping to conclusions. This involves focusing on specific elements such as colours, shapes, textures, or any other observable aspects of the subject matter. For instance, when analysing a photograph, students might describe the setting, the people in the photo, or any objects present.

This method is particularly effective when introducing new topics or materials. By beginning with observation, students build a foundation for deeper inquiry and thoughtful reflection. It encourages a habit of thoroughness and attention to detail, skills that are valuable across various disciplines.

‍

Step 2: Think, Interpret Second

In the "Think" phase, students move beyond simple observation to interpretation. They consider what their observations might mean, and what conclusions they can draw based on the evidence. This is where students connect what they see to what they already know, making inferences and forming hypotheses.

For example, if students are observing a science experiment, they might think about the scientific principles that explain what they are seeing. If they are looking at a piece of art, they might think about the artist's intentions or the historical context of the work. Encourage them to consider different perspectives and justify their interpretations with evidence from their observations.

‍

Step 3: Wonder, Question Third

The final step, "Wonder," is about encouraging curiosity and further exploration. Students generate questions that arise from their observations and interpretations. These questions can be about anything related to the subject matter, and they serve as a springboard for further investigation.

This phase is crucial for developing a love of learning and a desire to understand the world more deeply. By framing learning as a process of inquiry, you helps students to take ownership of their education and pursue their interests. It transforms students into active participants, eager to discover more.

‍

Benefits of See-Think-Wonder

The See-Think-Wonder routine offers several benefits for students and educators alike. It creates critical thinking, encourages curiosity, and promotes a deeper understanding of complex concepts. By providing a structured framework for inquiry, it helps students develop valuable skills that will serve them well in all areas of their lives.

Here are some specific benefits:

• Improved observation skills
• Enhanced critical thinking
• Increased curiosity
• Deeper understanding
• Greater engagement
• A collaborative environment

Because of its versatility, the See-Think-Wonder strategy can be implemented in various educational settings, from primary school classrooms to professional development workshops. Its adaptability ensures that educators can tailor it to suit the specific needs and interests of their learners, making it a effective method for developing intellectual growth.

‍

How Can See-Think-Wonder Support Differentiation in Mixed-Ability Classes?

The See-Think-Wonder routine naturally accommodates diverse learners without requiring separate worksheets or modified tasks. Its open-ended structure allows each student to engage at their own level whilst contributing meaningfully to class discussions.

For students with special educational needs, the visual focus provides an accessible entry point. Those who struggle with written tasks can participate fully through verbal contributions during the 'See' phase, building confidence before moving to interpretation. Meanwhile, more able students can examine deeper during the 'Think' and 'Wonder' stages, forming complex hypotheses and connections.

‍

Scaffolding Strategies for Different Abilities

Teachers can support learners by providing sentence starters tailored to each phase. For the 'See' phase, prompts like "I notice.." or "There is.." help students focus on concrete observations. During 'Think', scaffolds such as "This reminds me of.." or "Perhaps this means.." guide interpretation. The 'Wonder' phase benefits from starters like "I'm curious about.." or "What would happen if.."

Consider using visual thinking maps alongside the routine. Students can sketch their observations, use symbols for their thoughts, and draw question marks for wonderings. This multimodal approach supports EAL learners and those with processing differences whilst enriching discussion for all.

‍

What Digital Tools Enhance See-Think-Wonder Activities?

Technology transforms how students engage with See-Think-Wonder, particularly when exploring resources beyond the classroom. Digital annotation tools allow learners to mark up images collaboratively, creating layers of observation that build upon each other's insights.

Padlet boards work brilliantly for capturing student responses in real-time. Create three columns for See, Think, and Wonder, enabling students to post sticky notes from their devices. This approach is particularly effective for shy students who might hesitate to speak up in whole-class discussions. The visual record also helps teachers track thinking patterns and identify misconceptions quickly.

‍

Virtual Gallery Walks

Transform your classroom into a virtual museum using Google Slides or Microsoft Sway. Upload different images to separate slides, then have students rotate through them digitally, adding their observations to comment boxes. This technique works especially well for comparing historical sources or scientific phenomena across time periods.

For homework or flipped learning, record yourself modelling the routine with a new image using Loom or Screencastify. Students can pause, rewind, and add their own thinking before coming to class ready for deeper discussion.

‍

Why Does See-Think-Wonder Build Cultural Responsiveness?

The routine's emphasis on multiple perspectives makes it invaluable for developing cultural awareness and challenging unconscious bias. When students examine images from different cultures or historical contexts, the 'See' phase trains them to notice details without imposing their own cultural lens immediately.

Use photographs from your school's diverse community or current events to practise respectful observation. For instance, examining images of different cultural celebrations helps students distinguish between what they actually see and assumptions they might make based on limited experience. The 'Wonder' phase then opens space for genuine curiosity about unfamiliar practices rather than judgement.

This approach proves particularly powerful when exploring controversial topics or challenging stereotypes. By slowing down the thinking process, students learn to question their initial reactions and consider alternative interpretations, building empathy alongside critical thinking skills.

‍

How Do You Scaffold the "See" Phase Effectively?

The observation phase forms the foundation of effective See-Think-Wonder implementation, yet many students struggle to move beyond surface-level noticing. Successful scaffolding begins with establishing clear expectations that separate pure observation from interpretation. Teachers can model this distinction by using sentence stems such as "I notice.." or "I observe.." while explicitly avoiding evaluative language. For younger learners, providing a visual anchor chart that distinguishes between observations ("The person is wearing a hat") and interpretations ("The person looks sad") helps maintain this crucial boundary.

Strategic questioning can significantly enhance the quality of student observations. Rather than accepting initial responses, teachers should probe deeper with prompts like "What else do you notice?" or "Tell me more about the colours/shapes/details you see." In science contexts, this might involve encouraging students to observe an experiment setup by noting specific measurements, materials, or environmental conditions before making predictions. Think-pair-share structures work particularly well during this phase, allowing quieter students to rehearse their observations before contributing to whole-class discussions.

Time allocation proves critical for meaningful observation. Research from Harvard Project Zero suggests that students need at least 30 seconds of silent looking time before sharing begins. For complex visual sources such as historical photographs or detailed scientific diagrams, extending this to 60-90 seconds allows for deeper noticing. Teachers can enhance this process by providing observation tools such as magnifying glasses for detailed artwork analysis or encouraging students to cover and reveal different sections of an image systematically, building comprehensive understanding through focused attention.

‍

What Questions Help Students Move from "Think" to "Wonder"?

The transition from interpretation to inquiry represents the most sophisticated aspect of the See-Think-Wonder routine, requiring careful facilitation to help students generate authentic questions. The key lies in using bridging questions that connect students' thinking to genuine curiosity. Questions such as "What would you like to know more about?" or "What questions does this raise for you?" provide natural pathways from analysis to inquiry. However, many students initially struggle to move beyond simple factual questions, requiring explicit modelling of different question types and their purposes.

Effective questioning strategies include introducing students to question starters that promote deeper thinking: "How might..?", "What if..?", "Why do you think..?", and "What would happen if..?" These stems encourage hypothetical thinking and help students move beyond basic information-seeking questions. In mathematics contexts, for example, after observing a graph showing climate data, students might wonder "What would this graph look like if we collected data from a different location?" or "How might this pattern change over the next decade?" Teachers can create question banks specific to their subject areas, helping students develop discipline-specific inquiry habits.

The metacognitive dimension becomes particularly important during this phase, as students learn to articulate their own thinking processes. Teachers can support this by asking follow-up questions such as "What makes you wonder about that particular aspect?" or "How does this connect to what you already know?" This approach, derived from Harvard Project Zero's research on visible thinking, helps students understand that high-quality questions often emerge from the intersection of observation, prior knowledge, and genuine curiosity. Regular reflection on the types of questions generated can help students recognise patterns in their own inquiry development and set goals for asking increasingly sophisticated questions.

‍

How Can See-Think-Wonder Support Subject-Specific Learning?

The flexibility of See-Think-Wonder makes it particularly valuable for cross-curricular application, though each subject area benefits from specific adaptations that align with disciplinary thinking patterns. In science education, the routine naturally supports the scientific method by encouraging systematic observation before hypothesis formation. Teachers might use it to analyse experimental results, examine natural phenomena during outdoor learning, or explore scientific diagrams before formal instruction. The "wonder" phase becomes especially powerful in science contexts, as student questions often mirror authentic scientific inquiry and can drive subsequent investigations or research projects.

Historical thinking benefits enormously from See-Think-Wonder applications, particularly when analysing primary source materials. Students examining historical photographs, documents, or artefacts learn to separate evidence-based observations from historical interpretation, developing crucial skills for historical analysis. In English and literature studies, the routine transforms how students approach texts, encouraging close reading through careful observation of literary devices, character development, or thematic elements before rushing to interpretation. Mathematics teachers find success using visual patterns, real-world data representations, or geometric shapes as stimuli, helping students notice mathematical relationships and wonder about underlying principles.

Implementation timing within curriculum units significantly impacts effectiveness. Using See-Think-Wonder at the beginning of new topics activates prior knowledge and generates authentic questions that can guide subsequent learning. However, it proves equally valuable during units when students need to synthesise complex information or at the end of topics for reflection and extension. In inquiry-based learning environments, the routine serves as a natural cycle that can be repeated multiple times as understanding deepens. Teachers report particular success when student-generated "wonder" questions inform future lesson planning, creating truly responsive curriculum that builds on learner interests and identified knowledge gaps while maintaining rigorous academic standards.

‍

Conclusion

In today's rapidly evolving world, cultivating curiosity and critical thinking skills is more important than ever. The See-Think-Wonder routine provides a simple yet effective way to encourage these essential qualities in students of all ages. By guiding learners through the process of observing, interpreting, and questioning, it helps them to become active and engaged participants in their own learning experience.

Whether you're exploring historical sources, analysing scientific data, or simply reflecting on everyday experiences, See-Think-Wonder offers a valuable framework for developing deeper understanding and a lifelong love of learning. Embrace this effective method and develop the potential of your students to become curious, thoughtful, and engaged learners.

‍

Further Reading

Visible thinking routines

Thinking routines research

Observation skills

For those interested in looking more closely into the theory and practice of thinking routines, here are some recommended resources:

1. Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.
2. Tishman, S., Beal, S., & Chance, P. (1998). Teaching thinking dispositions: From theory to practice. Harvard Education Review. 68(2), 147-171.
3. Perkins, D. N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21.
4. Costa, A. L., & Kallick, B. (2009). Habits of mind: Integrating & assessing student success. Association for Supervision and Curriculum Development.
5. Hyerle, D. (2009). Visual tools for transforming information into knowledge. Corwin Press.