SCRIPT CONTENT FOR MODULE 3 THINK

SLIDE

SLIDE TITLE

Objectives

What is
THINK?

PICTURES / ELEMENTS ON
SCREEN

TEXT ON SCREEN

NARRATION

Black/White boy looking up.

What do you THINK about that?

THINK requires your students to interpret what they

observe. Here are some sample THINK questions you
could ask:

What do you THINK is going on?

(No Animation)

SEE vs.
THINK

Picture of Boy pointing to glasses

THINK statements are:

THINK statements are opinions, interpretations, or

-opinions

explanations based on the students observations,

-interpretations
-explanations

The primary difference between SEE and THINK

SEE statements are

-

factual descriptions of

statements, is that SEE statements focus on factual

observations of physical characteristics.

objects
-Focus on VISUAL characteristics

So What is the
difference?

Why do I need to know the difference

between SEE & THINK

It is important to understand the difference between

SEE & THINK statements because some students

may skip what they SEE and immediately tell you

what they THINK. Even if your students use the
words I see..., they may be saying what they think
they see. You will still need to listen carefully to know
when students are communicating what they see vs.
what they think.
5

SEE vs.
THINK

Glass of Water

Teacher asks: What do you see?

Student Replies: A glass of Water

To better Demonstrate the difference between SEE

and THINK statements, consider this example:
A teacher holds up this glass (show picture of glass in

Is the students reply a see or think

statement? Yes No (Activity)

hand with clear liquid), and asks the students, What

do you see?
A student replies, A glass of water!. Is this a SEE or
THINK statement?

THINK
Statement

Glass of Water

Liquid could be:

-

In this case, Water is a THINK statement. Without

Water
Vinegar
Rubbing Alcohol

using other senses such as smell or taste, the liquid

could be something else entirely.

(No Animation)

The Key to
THINK
Questions

Key switching to a glass of water

Focus on Physical Characteristics

Some SEE Statements would be:
-

Think Practice
Activity

Drag & Drop

Liquid
Clear
A half full glass
A tall glass.

Remember, SEE statements focus on physical

characteristics. Some SEE statements in this case
would be: liquid, clear, a full glass, a tall glass, and so
on. These are all visual characteristics of the glass.

10

Encourage
THINK
Statements

Picture of Rock of Ages or

Dinosaur

Encourage
THINK
Statements
through
comparison

Picture of Dinosaurs

What do you think the

images on the rock are?
What do you think
about the dinosaurs teeth?
What do you THINK are the similarities?
What do you THINK are the differences?
What do you THINK you recognize?
(No animation)

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THINK: Video
Example

Video

One of the best ways to encourage THINK

statements is to ask Open Ended Questions such as
these

Another strategy to encourage THINK statements is to

ask students to compare multiple elements. To do this,
ask your students these kinds of questions:

COLOR GUIDE:
Slide Title
Text on Screen
Spoken Audio/Video
Help Information
Pop up Question Box
Activity
Goal: Encourage thoughtful opinions and comparisons based on students observations.

SLIDE 1: The next step is to get your students to THINK about what they SEE in order to generate thoughtful opinions
and comparisons. You can encourage your students to think about their observations with questions like, What do you
think about that? or What do you think is going on?.
Objective 1: Define THINK statements (interpretations of observations).

1.1 Define THINK statements as interpretations, opinions, and explanations of observations.

SLIDE 2: THINK statements are opinions, interpretations, or explanations of the students observations, and require the
students to make assumptions about what they see.
THINK statements are:
-opinions
-interpretations

-explanations

Objective 2: Distinguish between SEE and THINK statements.

2.1 Compare SEE & THINK definitions next to each other.
SLIDE 2 Contd: The primary difference between SEE and THINK statements, is that SEE statements focus on factual observations of physical
characteristics, and do not contain any interpretations or assumptions.
SEE statements are factual descriptions of objects
-Observations are factual descriptions.
-Focus on VISUAL characteristics
2.2 Describe student tendency to jump straight to THINK statements.

SLIDE 3: It is important to understand the difference between SEE & THINK statements because some students may
skip what they SEE and immediately tell you what they THINK. Even if your students use the words I see..., they may
be saying what they think they see. You will still need to listen carefully to know when students are communicating what
they see vs. what they think.

2.3: Example: glass of clear liquid: What do you see: (students may answer "water", but that is an interpretation)

SLIDE 4: To better Demonstrate the difference between SEE and THINK statements, consider this example:
A teacher holds up this glass (show picture of glass in hand with clear liquid), and asks the students, What do you see?

A student replies, A glass of water!. Is this a SEE or THINK statement?

SLIDE 5:In this case, Water is a THINK statement. Without using other senses such as smell or taste, the students assume that the glass
contains water. The liquid could be water, vinegar, rubbing alcohol, or something else entirely. So water would be a think statement.

Remember, SEE statements focus on physical characteristics. Some SEE statements in this case would be: liquid, clear, a full glass,
a tall glass, and so on. These are all visual characteristics of the glass.

SLIDE 6: ACTIVITY: SLIDESHOW OF PICTURES REQUIRING LEARNER TO IDENTIFY STATEMENTS AS SEE OR THINK.
Answers:
I see a spear. (Think)
I see a long straight line with two smaller lines attached to the end. (See)
I see an oval with four straight lines on the bottom. (See)
I see a goat. (Think)
I see chalk drawings. (Think)
I see tan colored drawings. (See)

SLIDE 7: Encourage THINK statements

When you ask for THINK statements, you can simply ask: "What do you think about that? or What do you think is going
on?

If your students are struggling to communicate what they are thinking, there are some strategies to encourage them to
come up with more THINK statements.
The first strategy is to use open-ended questions. These kinds of questions have more than one answer, in fact there may
not even be a right or wrong answer. Open-ended questions prompt students to explain and describe, something that
cannot be done with a short phrase or single word. Closed-ended questions (one word answers), on the other hand, can
generally be answered with one word like true, and false, or they can be answered with a short phrase such as yes I do,
or no I dont. No further discussion is produced with closed-ended questions, so students will only answer the question
and not likely think further.
What do you think?
Where did you see that?
How do you think they made that?
What do you think happened to the dinosaurs?

Do you think those moccasins would be comfortable?

Did you know much of Utah was covered in water?
Did you see any large animals?
3.3 Encourage students to look for similarities and differences.
Another strategy to encourage THINK statements is to ask students to compare multiple elements. To do this, ask
your students, Which ones are alike? Which ones are different? or Do you see anything that you recognize?