We can be catalysts for students to observe and wonder by modeling observing and wondering ourselves!  It is important to support and guide students to question and wonder.  With a tendency to have them spend time in school with memorization drills, read and regurgitate, etc. it can be unnerving for students to be 'let loose'.  Although it can seem like such an easy thing to do, students do need to be guided in how to observe, and to enjoy the beauty of observation.

We can be a catalyst for observation and wondering through mimicking inquiry based learning and practice our passions and own curiosity alongside our students. I have found that the lessons that seem to stick with our students the best, are the ones my team and I are most passionate about. We can be catalysts by allowing ourselves to step back and let nature teach the students with our guidance and encouragement. Allowing a brave and safe culture to share thoughts and questions, without fear of mocking or being looked down upon. Offering students a place both publicly and privately to share their wonderings as they build confidence in their wondering skills. We can be catalysts if we model the workshops and create an environment that allows growth

We can be catalysts by modeling this concept of observe and wonder and by showing our enthusiasm for different types of observations and questions. We can also be that catalyst through our feedback, either orally or in written form. I start (almost) every class each day with a "What Do You Notice?  What Do You Wonder?" prompt. I display a picture or video on my ViewSonic board (similar to a SmartBoard). The picture/video was always of something in the natural world. I created a digital document with three columns: one for the date, one for notices, and one for wonders. As kids came into my class, they were expected to open their Chromebooks (we are one-to-one) and complete their Notice/Wonder for the day. We then shared and discussed some of them as a class. I always praised and thanked those who are willing to share, especially if they made a connection in their notice/wonder to a topic we studied in class, provided a lot of detail in their recordings, when someone made a "not so obvious" observation, such as something they noticed in the background, or asked a complex or open-ended question. I'd also periodically provide private, written feedback on their document. It's fun to see their skills grow over the year.

I think it's important for us to do lots of modeling of how to observe and ask questions. Also, make sure that students realize that there are no wrong questions - just different types of questions (closed vs open) - and explain the differences. If students feel comfortable asking questions they will be more likely to do that. If we give them different ways to ask their questions, they may be more likely to ask - provide private and public ways for them to share their questions both verbally and in writing. I do an 'I wonder...' board, but I also let students know that they can give their questions directly to me, too. I find that as students build their confidence in asking questions, they will transition to posting them on the public board eventually.

It is also important to give students opportunities to observe either in an image, or at a museum, or outside.  Offering students a wonder board as a place to ask questions is a great idea.

As educators we can be catalysts for students to observe and wonder by asking students questions and helping them to find the answers.

One way to be a catalyst is to create a classroom that allows students to share their thoughts safely without fear of ridicule.   I encourage students to share their opinions publicly and or privately.  I like to model creating a list of questions.  This past year my 3rd grade students were eating breakfast in the classroom,  due to Covid restrictions that closed the cafeteria.  We ate outside and observed the field near my classroom.   We were able to watch the birds on the ground and in the air.  We were able to watch the gophers pop up. Our observations gave us a common topic that we could discuss together.  I would like to be able to provide that time again this next school year.   An "I Wonder" board would be a good supplement to this practice.