Visible Thinking Routines | Lesson Maker Pro

Classroom walkthrough

See it in practice

One concrete example you can borrow, adapt, or teach as written.

Example lesson context

Historical Photographs from the Great Depression (History - 6th Grade)

Materials

Gather these before class.

Set of 5-6 powerful Depression-era photographs (e.g., Dorothea Lange's work)
See-Think-Wonder graphic organizers
Thinking routine posters with instructions
Background information cards about the Great Depression
Document camera or digital display
Sticky notes in three colors
Reflection exit tickets

Preparation

What to have ready before students begin.

Select compelling historical photographs that tell stories about the Great Depression. Create graphic organizers with three columns labeled 'I See' (observations), 'I Think' (interpretations), and 'I Wonder' (questions). Prepare simple background information cards for context. Display thinking routine steps on a poster or slide.

Run the activity

A classroom-ready sequence from launch to follow-up.

Introduction to visible thinking (5 minutes):

Explain that thinking routines help make our thinking visible and organized

Introduce the See-Think-Wonder routine and its purpose

Model the process with a sample image unrelated to the lesson topic

Individual See-Think-Wonder with first photograph (10 minutes):

Display Dorothea Lange's 'Migrant Mother' photograph

Students complete their graphic organizers:

I See: Record only objective observations (e.g., 'A woman with two children')

I Think: Make interpretations based on observations (e.g., 'She seems worried')

I Wonder: Generate questions about the image (e.g., 'Where is the father?')

Emphasize the difference between observations and interpretations

Small group sharing (5-7 minutes):

In groups of 3-4, students share their responses

Listen for similarities and differences in thinking

Add new ideas to their own organizers

Whole-class discussion of first image (5 minutes):

Create a class See-Think-Wonder chart for the photograph

Discuss how different people notice different aspects

Share brief historical context about the photograph

Rotation through additional photographs (20-25 minutes):

Set up 4-5 stations with different Depression-era photographs

Students rotate through stations in small groups

At each station, place sticky notes with:

Yellow: 'I See' observations

Blue: 'I Think' interpretations

Pink: 'I Wonder' questions

Rotate every 4-5 minutes

Pattern recognition (7-8 minutes):

Groups review all photographs and sticky notes

Identify patterns or themes across the images

Discuss what these photographs collectively reveal about the Great Depression

Connect to historical context: Provide brief background information about the Great Depression and discuss how these images shaped public perception.

Reflection: Complete 'I used to think... Now I think...' exit tickets about the Great Depression.

Differentiate

Adjust the activity without losing its core purpose.

For younger students, focus on simpler 'See-Think' without the 'Wonder' component. For English learners, provide sentence frames for each thinking type. For advanced students, add primary source quotes to pair with images for deeper analysis.

Look for learning

Use these signals to assess understanding.

Review graphic organizers for depth and quality of thinking in each category. Note students' ability to distinguish between observations and interpretations. Evaluate exit tickets for evidence of changed or deepened understanding.