View Content #21095

By Emily Munn, Advanced Academics Lead Coach for Metro Nashville Public Schools in Nashville, Tennessee

This activity is designed to guide students through an inquiry process that encourages reflection on their presuppositions and beliefs. This activity is apt for Intermediate High and Advanced Low learners.

Learning Objectives: Students will be able to:

• Follow a structured routine as a provocation to inquiry in the classroom.
• Make observations.
• Support claims with evidence.
• Create questions to further their study.

Mode: Interpersonal Communication

Materials Needed: Provoking photo or piece of artwork, chart paper

Procedure:

1.  The teacher will find a photograph or piece of art that will provoke inquiry into a concept, an idea, or a topic relevant to the unit of study.  The image should be detailed enough to allow students an opportunity to explore multiple facets.
2. Teachers provide structure as the facilitator.  The teacher should establish common norms that the group will adhere to in order to facilitate a productive discussion. Students may help the teacher list acceptable and unacceptable practices.  Students and the teacher may refer to the norms during the routine.
3. Teachers may ask students to create a chart on a piece of paper to help the thinking process.  The three columns would be labeled:

1. I see
2. I think
3. I wonder

4. The teacher projects the image large enough for the class to see together.  If it is not possible, then all students are given access to the photo either in print or on an individual device.
5. The teacher facilitates each round.  The first round is “I see.” Students are asked to list or record their observations of what is explicitly seen in the image.  The teacher may redirect if students transition into interpretative or implied observations using the phrase, “What did you see that made you think that?” During this stage the teacher may note the background knowledge of the students. 
6. The teacher transitions into the “I think” stage.  In this stage students are encouraged to state claims and use evidence to support their claims.  This allows multiple perspectives of the image to be interpreted.
7. The final phase is the “I wonder”.  This allows students to directly state what they would like to explore more about this image. 
8. The teacher may choose to document and post the examples that the students provide, this places value on the thinking and on the learning process.  

Notes:

Teachers may use this provocation throughout the unit of study.  The wonder questions that students provided may become formative assessments or checks for understanding.  A teacher may select a claim and ask students to support that claim with evidence.  Teachers may ask students to state a claim they had at the beginning of the unit and then discuss how they have changed their beliefs since acquiring more knowledge.