The purpose of this viewpoint article is to share reflective narratives of school–university partnership collaborators on the benefits of integrating the pedagogical practice of noticing and wondering and the Noticing and Wondering Protocol into their professional roles, learning, and growth.
This article is a reflective paper in which the perspectives of various individuals engaged in school–university partnerships are presented to show how they integrate the practice of noticing and wondering within their contexts. Reflective narratives from two teacher educators, one teacher candidate, one teacher, and one school administrator are shared, highlighting their use of and reflections on the pedagogical practice of noticing and wondering and the Noticing and Wondering Protocol.
Across the various partners and contexts, the practice of noticing and wondering, along with the Noticing and Wondering Protocol, has allowed for rich discussions on instructional practices and student learning. Noticing and wondering have provided partners with a common data collection tool, a pedagogical tool for teaching and learning, and a practice and protocol for collaboration and reflection.
Developing a reflective and responsive approach to professional learning, for both promising and practicing educators and administrators, is critical for creating innovative and effective learning communities. Through the practice of noticing and wondering and the use of the Noticing and Wondering Protocol, a common lexicon and practice can span across various roles and contexts within a school–university partnership, allowing for collaborative inquiry and professional growth.
“I notice…I wonder…“. While seemingly simple statements, the practice of noticing and wondering is anything but simple. Noticing and wondering as a mathematical routine for student learning (Ray-Riek, 2013) became a popularized pedagogical practice within the mathematics education community via Math Forum, a leading community within the mathematics education field that is now part of the National Council of Teachers of Mathematics (for more, visit https://www.nctm.org/noticeandwonder/). The routine of noticing and wondering centers on two questions: (1) What do you notice?; and (2) What do you wonder? Noticing and wondering provides structure and language for students to engage in mathematical sense-making, reasoning, and reflecting (Lomax, Alfonzo, Dietz, Kleyman, & Kazemi, 2017; Ray-Reik, 2013; Rumack & Huinker, 2019). Additionally, noticing and wondering allows students to generate mathematical ideas, engage in productive dialogue, develop autonomy and curiosity, and build a culture of inquiry and equity (e.g. Rumack & Huinker, 2019; Woods & Salem, 2024).
The practice of noticing and wondering is not only a powerful pedagogical routine for enhancing student learning, but it can also support educators' critical discourse around students' thinking, mentoring conversations, and professional learning (e.g. Anderson & Dobie, 2022; Dobie & Anderson, 2021; Roller, 2019; Smith, 2009). For instance, Smith's Noticing and Wondering Model (2009) provides a structure for mentor teachers to engage in post-observation conference conversations with new teachers about their instructional practices, enhancing their pedagogical practices without judgment or criticism. The “I noticed…” part of the model is where the mentor teacher “identifies pedagogical practices to be reinforced or refined” (Smith, 2009, p. 40) and stems from direct observations documented during the observed teaching episode. The “I wondered…” part of the model “facilitates nonthreatening conversations about pedagogical practices that need to be refined” (Smith, 2009, p. 40); the wondering language serves as a launch for deeper discussion related to refining and advancing instructional practices.
While popularized within the field of mathematics education, the practice of noticing and wondering spans across learning opportunities, content, and contexts for both students and educators. Because of this flexibility, the practice of noticing and wondering is a prime pedagogical practice for supporting professional learning within a school–university partnership context. The practice of noticing and wondering can support the development of teacher candidates within their coursework and clinical experiences (i.e. Essential 2), support inquiry-based professional learning for educators and beyond (i.e. Essential 3), and support a reflective and responsive culture (i.e. Essential 4; National Association for Professional Development Schools, 2021). As such, in the following sections, we showcase how we have integrated and expanded the use of noticing and wondering within different school–university partnership contexts, highlighting the benefits of this seemingly simple, but powerful pedagogical practice.
Our journey with noticing and wondering
As university-based teacher educators, we, Kristin and Shelly, had experience integrating the practice of noticing and wondering within our content-specific methods courses (i.e. elementary mathematics and literacy methods) with teacher candidates. We used the general practice of noticing and wondering with our teacher candidates as they observed lessons - documenting, analyzing, interpreting, and questioning students' thinking and teachers' instructional practices. Based on our success and the successes documented in previous research (Anderson & Dobie, 2022; Dobie & Anderson, 2021; Mills & O'Keefe, 2006; Roller, 2019; Smith, 2009; Woods & Salem, 2024), we reflected on how to integrate the practice of noticing and wondering within the broader context of school–university partnerships.
To expand our use of noticing and wondering, we initially broadened our application from personal teacher preparation courses to clinical practice, where we considered how noticing and wondering could serve as the basis for coaching conversations among mentor teachers, teacher candidates, and university supervisors. We introduced the common language of “I notice…” and “I wonder…” as a structured way for us to engage in observations and reflections during an early clinical experience, simultaneously with teacher candidates, mentor teachers, and university supervisors. We began with a simple Noticing and Wondering T-chart, with the left side for noticings and the right side for wonderings. As mentor teachers and university supervisors incorporated the practice of noticing and wondering as a support structure during coaching conversations with teacher candidates in later clinical experiences, they were able to provide feedback on updates needed and ways to enhance the t-chart.
As we engaged in generative dialogue with mentor teachers and university supervisors about the practice of noticing and wondering, we observed that the Noticing and Wondering Protocol evolved into observing and reflecting on intentional pedagogical and learning practices from a dual perspective, both from the teachers' and students' perspectives. The intentionality of selecting a specific topic/content for noticing and wondering proved to be an essential addition, further enhancing the tool's intentional use. Through this interactive and collaborative process, we co-developed the Noticing and Wondering Protocol (see Figure 1; Curcio & Harbour, 2025). The Noticing and Wondering Protocol offers a structured approach and practice for a common lexicon and inquiry-oriented approach to professional learning in partnership work across various settings and roles.
The heading at the top left of the template reads “Topic slash Content of Focus:”. The template is divided into two vertical columns, each with two cells. The left column is labeled “NOTICINGS”, and the right column is labeled “WONDERINGS”. From top to bottom, the headers for the two cells under “NOTICINGS” are as follows: “Teaching Noticings” followed by “I noticed about the teacher and the teaching, ellipsis” and “Teaching Wonderings” followed by “I wonder about the teacher and the teaching, ellipsis”. From top to bottom, the headers for the two cells under “WONDERINGS” are as follows: “Learning Noticings” followed by “I noticed about the students and learning, ellipsis” and “Learning Wonderings” followed by “I wonder about the students and the learning, ellipsis”. The space below the headers in each cell is blank.Noticing and wondering protocol
The heading at the top left of the template reads “Topic slash Content of Focus:”. The template is divided into two vertical columns, each with two cells. The left column is labeled “NOTICINGS”, and the right column is labeled “WONDERINGS”. From top to bottom, the headers for the two cells under “NOTICINGS” are as follows: “Teaching Noticings” followed by “I noticed about the teacher and the teaching, ellipsis” and “Teaching Wonderings” followed by “I wonder about the teacher and the teaching, ellipsis”. From top to bottom, the headers for the two cells under “WONDERINGS” are as follows: “Learning Noticings” followed by “I noticed about the students and learning, ellipsis” and “Learning Wonderings” followed by “I wonder about the students and the learning, ellipsis”. The space below the headers in each cell is blank.Noticing and wondering protocol
Noticing and wondering across partnership roles and spaces
Through our work within our school–university partnership contexts, we have continued to expand the use of the Noticing and Wondering Protocol. As we engaged in this work, it evolved beyond our personal experiences within traditional teacher preparation to include other partnership spaces. In the following sections, we bring the voices of our school-based partners and co-authors to the forefront (see Table 1 for narrator information); they share their experiences with engaging in the practice of noticing and wondering, incorporating the Noticing and Wondering Protocol, and as needed, adapting the practice and tool to meet the specific needs of their contexts. Specifically, we share each of our co-authors written reflections on (1) how they incorporated Noticing and Wondering in their role (e.g. teacher candidate, teacher, school administrator), (2) the benefits experienced from the practice of noticing and wondering in their role, and (3) additional influences of noticing and wondering on their practice. Each reflective narrative illustrates how they uniquely incorporated, leveraged, and benefited from the practice of noticing and wondering, as well as the Noticing and Wondering Protocol, to advance their pedagogical practice in their authentic elementary school settings. Rather than edit or shorten their narratives, we present their stories and perspectives as written, followed by a thematic analysis across the narrative reflections to draw connections across their experiences and insights about the influence of noticing and wondering on their practice.
Partnership roles of reflective narrators
| Name | Partnership role description (at time of narrative reflections) |
|---|---|
| Kristin | University-based teacher educator; university-based liaison within a Professional Development School |
| Shelly | University-based teacher educator; university supervisor within a school–university partnership |
| *Nadaley | Elementary teacher candidate within a graduate-level, residency-based preparation program |
| *Alyssa | Grade 4 teacher within a Professional Development School |
| *Linard | Elementary school principal within a Professional Development School |
Note(s): * indicates narrators of unedited, written reflections and their affiliations at the time of writing
Elementary teacher candidate narrative reflection
Nadaley [1] was a teacher candidate in a residency-based elementary teacher preparation program when she was introduced to the practice of noticing and wondering, as well as the Noticing and Wondering Protocol, with Shelly. Nadaley describes how she incorporated noticing and wondering into her practice as a teacher candidate and beyond:
As a resident, I incorporated noticing and wondering in my classroom and outside of it in academic spaces such as coursework and professional development sessions. I have experienced benefits in using the practice in all three settings. First and foremost, using Noticing and Wondering in the classroom has given me more insight into the profession of teaching than I could have ever anticipated. Noticing and wondering with my students, as well as my mentor teacher, transformed how I interacted with students in the classroom as an educator.
I prefer to take the backseat when I use noticing and wondering with my students. I typically will observe students in small or whole groups to notice how they interact with the material given. How are they working independently? How are they interacting with other members at their table groups? Are they taking notes, or annotating the reading? What kinds of conversation are they having, including their tone and facial expressions? I collect as much data as possible about my students while they work, which allows me to adjust the way I deliver the content or even how I have structured the assignment. I often find myself wondering, how can I make this content or this idea more digestible for my students? How might I need to rework the lesson in real-time to make it more accessible for my students, to build stronger connections between them and the concept? By using the practice of noticing and wondering, I can better structure my lessons and assist students in gaining a deeper understanding of content.
However, for me, using noticing and wondering is not always done strictly for academic purposes in the classroom. To me, the classroom is community-based and built on the interactions that teachers have with students, as well as the interactions that students have with one another. Classroom community is a delicate balance and noticing and wondering help me stay in tune with my students' emotions, thoughts, and attitudes. For example, if I notice two students who have a close relationship appear not to be talking to one another, or even sitting on opposite sides of the room that day, that noticing may help me be able to intervene in a situation and offer guidance or diffuse a situation that may be boiling, that I would not have been able to prevent if I had not been noticing my student’s behavior. Noticing and wondering has helped me provide a listening ear to students who needed it, to give hugs and encouragement, and even celebrate students who needed or deserved it. Sometimes, it even allows me to reflect on interactions I have had with students and enables me to correct myself and the way I have impacted a student, just by reflecting on our interaction(s). From this stance, noticing and wondering goes far beyond the academic scope within the classroom.
Additionally, practicing noticing and wondering has been beneficial in academic coursework and professional development during my residency program. I lean heavily on the practice to reflect critically and actively listen in these two educational spaces. As a student in both coursework and professional development, I used noticing and wondering to observe my professors' teaching styles and the presentation styles of speakers during professional development sessions. I noticed the format they have chosen to deliver information in, as well as the research or kinds of assignments they decided to give us to review. The benefit of this detailed noticing allows me to slow down and take my time to soak in and just notice what is happening around me. What I am being given helps me to focus and listen to what is occurring in these sessions. Then, I’m free to wonder. I wonder why we are being given the information we are and weigh its merits. I can wonder why we are being delivered information in the way we are (visually, auditorily, etc.) and what the benefits of that may be. In these academic settings, noticing and wondering serve as a reminder to pace myself through the coursework, to consider the benefits of professional development, and to reflect on how I can better implement the practices and research being provided.
Specifically, Nadaley notes that the benefits of the noticing and wondering practice are far-reaching, including the development of skills as a listener and responsive educator, as well as the support of building strong relationships. She writes:
The most significant benefit of using noticing and wondering has been the opportunity to hone my skills as an active listener. Whether I am using noticing and wondering in the classroom or in another space within my teacher preparation program, I am always practicing my skill of being an active listener.
Another benefit of noticing and wondering has been the opportunity to get to know my students and those I am working with on a deeper level. Noticing has given me the chance to take a deeper look at the actions, body language, emotions, and words of those around me. Based on my observations, I can wonder about how I might be able to tailor my behavior to be an asset in certain situations. This has been critical in allowing me to be as involved as possible within my teacher preparation program.
The practice also helped me create incredible bonds with my students, mentor teacher, and my colleagues at the university during my residency. By noticing and wondering, we are not only able to think critically and ask questions about our practices and pedagogy, but also about the emotions and needs of students, staff, and colleagues around us. While this protocol is typically used academically, I invite anyone entering a teacher residency model to use it candidly to get to know those around them better. Relationships are the most critical part of a teacher residency program, and noticing and wondering is a multipurpose protocol that can help build meaningful relationships, leading to a strengthening of our pedagogy and practice to prepare us to teach for life.
Elementary teacher narrative reflection
Alyssa [2] shares how she incorporated noticing and wondering into her teaching and with her fourth-grade students. Alyssa was introduced to the practice of noticing and wondering as a means for professional learning among teachers by Kristin, the university-based liaison for the school. Alyssa felt that it was such a powerful practice that she believed her students would also benefit from its use within their learning environment.
I incorporate noticing and wondering into my classroom daily. I use this practice most naturally when beginning a new unit or introducing a new concept. I prefer to use the Noticing and Wondering Protocol to take an inquiry approach to a new unit. I find the students are much more engaged and interested in the content when it starts with their questions. I like to create a chart of the students' initial noticings and wonderings and keep it on the wall throughout the unit, so we can refer back to it. It acts as a guide for our learning and almost as a checklist, as the students enjoy “marking off” wonderings they initially had when we finally find an answer to the question.
Some examples of this that come to mind from this past year are when we began our social studies unit on the “New World.” I used the Jigsaw teaching strategy, where students received one piece of the new world map. They completed a 'notice and wonder' T-chart on their own and then put the pieces of their map together. Following this, they completed another notice and wonder chart for the entire map.
Another example that comes to mind is when we began our informational text unit. I had the students sit in a circle on the rug, and inside the circle were various forms of informational texts (newspapers, textbooks, nonfiction books, podcasts, magazine articles, nutrition facts, maps, etc.) The students completed a notice and wonder t-chart simply from looking at the items in the circle. Afterwards, we discussed what they had, concluded about what we thought the items were, and this guided our entire informational text unit.
Alyssa shares that the benefits of using noticing and wondering within her classrooms are wide-reaching. She shares:
The biggest benefit from using the noticing and wondering strategy within my classroom is that it allows students to take ownership of their learning. As I mentioned before, I love using the protocol to start new units, and when I use students' noticings and wonderings to guide my instruction, they feel so much more connected to their learning, as if their wonderings are the reason we are learning what we are. I love seeing their faces when I say, “What a great wondering, (student name)!” Being able to ask questions, make inferences, and just embrace their natural curiosity in the classroom is a gift for students and teachers alike!
As noticing and wondering became a regular routine in Alyssa's day-to-day classroom instruction, she continued to consider ways to extend them in her and her students' learning engagements. Alyssa shares:
Since my students have become so accustomed to using a notice and wonder chart and have added “I notice” and “I wonder” to their daily language, I have tried to extend this practice even further with my students. I tell them that when I read with them, write with them, or listen to their conversations, I am constantly creating an “I notice, and I wonder” chart about their behaviors. They know that I am noticing and wondering things about them as students. I have tried to use this protocol to help students become more self-aware of their learning process this year, and I started by questioning. I have had students begin to write noticings and wonderings when watching videos of themselves having Socratic seminars, listening to recordings of their book discussions, and even watching me have a live reading conference with a student.
This process has been both enlightening and eye-opening for me, as well as for the students. Helping them to recognize and name what they are doing in their own learning, reflect on it, and then make goals surrounding their noticings and wonderings, has been incredible and probably my favorite thing I have done as a teacher to this day.
Elementary administrator narrative reflection
Linard [3] was the principal at a partner elementary school where Kristin served as the university-based liaison when he was introduced to the practice of noticing and wondering and the Noticing and Wondering Protocol. Linard describes how noticing and wondering was incorporated as part of a schoolwide professional learning initiative.
Our administrative team, reading coach, and professional development school professor made a team decision to explore the Noticing and Wondering Protocol as a means of enhancing discourse, which was our school-wide instructional focus for the year. Through our observations of classroom instruction, we noticed that our students were not given very many opportunities to discuss their learning with both their teachers and their peers. We focused our discourse on questioning to ignite thoughtful conversations about student understanding and clarify student misunderstandings. We embarked on teacher peer observations as a means for teachers to observe, identify, and adopt practices that effectively facilitate discourse in the classroom. We conducted three unique rounds of peer observations, all of which utilized the Noticing and Wondering Protocol as the primary observation and reflection tool.
The first round began with a professional development session, during which we discussed discourse and introduced the Noticing and Wondering Protocol. Teachers were then tasked with observing one teacher of their choice during their planning period the very next school day. They completed the Noticing and Wondering Protocol during their observation and submitted it to the administrative team for review. We compiled our findings and designed a follow-up professional development session based on these findings.
The second cycle of observations began with another professional development session focused on understanding and identifying the different patterns and types of questions. We also used this time to clarify the wondering section of the protocol, as we observed this as an area of refinement from the first round of observations. The teachers were then assigned to observe a teacher of their choice during the planning period over a two-week period. They were to complete the Noticing and Wondering Protocol and write a positive feedback note to the teacher they observed. The administrative team analyzed the completed protocols and made decisions for the third round of observations.
We decided to assign observation partners in round three. This was critical for the work that would follow the observation: a coaching conversation between the two observation partners. Teachers observed their partner teacher once throughout a two-week period and then received a professional development session on how to give feedback using the Noticing and Wondering Protocol to one another during a coaching conversation. During the conversation, each shared the celebrations they observed in the other teacher’s lesson, as well as suggestions for improvement. Our teachers completed a feedback form and shared their thoughts on what they liked about the peer observation process and areas for improvement.
The overarching benefits of the practice of noticing and wondering and the Noticing and Wondering Protocol as a means to facilitative school-wide professional learning are highlighted by Linard:
The most significant improvement we observed among our staff was the increase in the level of intentionality with which teachers asked, selected, and planned questions for their lessons. Many of our teachers did not consider the need to prepare their questions for their lessons beforehand. We provided them with the tools and support necessary to design questions that facilitate discourse among the teacher and the students, among the students and the teacher, and among the students themselves. Teachers grew in their wait time as they posed questions to students, and students came to understand that the teachers were seeking answers with substance. Some classes even began using the Noticing and Wondering Protocol with students and their peer work.
Moreover, the practice of noticing and wondering proved to be a practice that permeated the leadership practices throughout the school. Linard states:
Instructional leadership starts at the top. As an administrator, I used the Noticing and Wondering Protocol this year with my administrative team as we conducted side-by-side observations. We were able to talk through our data and develop plans for supporting teacher growth throughout the building. I expect all of my teachers to have a growth mindset and an eagerness to learn. We have to model what we expect of them. By doing so, we create a culture of learning that trickles down to the students, thereby meeting the goal of improving their outcomes.
Looking across roles
Across partners and contexts, we see how the practice of noticing and wondering coupled with the Noticing and Wondering Protocol can facilitate deep discussions of pedagogical practices and student learning. Reflective narratives from our partners illustrate the versatility of the practice of noticing and wondering, as well as the Noticing and Wondering Protocol and its application across multiple contexts. Using thematic analysis (Miles, Huberman, & Saldaña, 2020), three common themes emerged across the narrative reflections.
First, noticing and wondering emerged as a tool for responsive and reflective practice. Across all roles, noticing and wondering supported continuous reflection and adjustment in practice. As reflected in the narratives, Nadaley used noticing and wondering to observe and revise instruction and interactions in real time. Similarly, Alyssa noticed and wondered to guide instruction and foster student self-reflection, whereas Linard applied the practice to structure teacher reflection and improve instructional practices across the school.
Second, each narrative reflection emphasized how the practice of noticing and wondering elevated student voices within their learning contexts. For instance, Alyssa's students became more engaged and took ownership of their learning as they engaged with an adaptation of the Notice and Wonder Protocol. For Nadaley, the Notice and Wonder Protocol was used to gain insight into social and emotional aspects of the classroom to promote positive student behaviors and guide instructional decisions. Finally, Linard noted that implementation of the noticing and wondering protocol within school-wide professional learning shifted instructional practices to promote student discourse.
Third, noticing and wondering served as a catalyst for building relationships and collaborative learning cultures. Noticing and wondering strengthened relationships at multiple levels: between teacher and students (i.e. Naraley's narrative), among students themselves (i.e. Alyssa's narrative), between educators and their colleagues, and among educators and administrators (i.e. Linard's narrative). This contributes to a broader culture of reflection, trust, and continuous learning.
Concluding thoughts
As the reflective narratives and previous research illustrate (Anderson & Dobie, 2022; Dobie & Anderson, 2021; Mills & O'Keefe, 2006; Roller, 2019; Smith, 2009; Woods & Salem, 2024), noticing and wondering is a powerful pedagogical practice that can support effective teaching and learning, and the Noticing and Wonder Protocol shared in this article (see also, Curcio & Harbour, 2025) is a tool to provide structure to engage in the practice of noticing and wondering. Within our work, the practice of noticing and wondering, along with the use of the Noticing and Wondering Protocol, spanned not only across roles but also learning spaces within school–university partnership contexts, providing structure, guidance, intentionality, and a common language to the reflective and collaborative learning process. The practice and protocol served as a means to advance reflective and responsive instructional practices, elevate student voice across different contexts, and foster authentic relationships and a culture of collaborative learning. As we continue to apply and expand the Noticing and Wondering Protocol and the practice of noticing and wondering across our spaces, we encourage others to consider application to their partnering contexts.
Notes
Nadaley was attending the University of North Florida at the time of her original narrative reflection.
Alyssa was a fourth-grade teacher Oak Pointe Elementary School in District 5 of Lexington and Richland Counties at the time of her original narrative reflection.
Linard was the principal at an Oak Pointe Elementary School in District 5 of Lexington and Richland Counties at the time of his original narrative reflection.
