Personal Narrative: Think-Wonder In Social Studies Classes

When entering Ped 2, I had completed a see-think-wonder in social studies classes I middle school. One thing I learned this semester is the image or the object the teacher is showing the students has to be something that sparks their interest and keeps them asking questions. It has to be as clear and as big as possible so students can see all details. Also, I learned when introducing this activity to students the teacher has to be clear and precise when they ask the students to think about what they can see.
The teacher has to define the fine line between inferring and true observation. When the students are thinking about what they see they have to be able to point to what they are seeing on the image. When the students move on to thinking and wondering they are …show more content…
With the group of students being as small as four students we felt the discussion was better for the group. When they were doing the think-pair-share they were mentioning the same details they saw. Then, we switched to a discussion so the entire group of students could talk about what they saw, thought, and wondered about the picture. When the students did this we heard more from the students. With a class bigger than four students I would have the students complete the think-pair-share. The students in our group did had many questions they wondered about but they did not ask broader questions. If I were to reteach this lesson I would include the process of prompting the students to ask broader questions that involved more thought. In addition to skipping the think-pair-share, our group did not write down what they saw, thought, or wondered about the photograph. If we were to use this photograph to pique the interest of the students for a new topic the students should write their wonders down. Then, later on in the lesson, the students can look back and see what they originally wondered and if they were close to the