While viewpoints and perspectives tend to be seen as literature-based concepts, learners can truly benefit from this critical thinking skill in any academic content. Why is perspective-taking an important skill? Of course there are the obvious social implications that hinge on one’s ability to see things from another’s vantage point—like developing empathy, navigating others’ emotions, and building deeper connections with peers. In addition, students who are able to cognizantly adopt a different perspective while learning also initiate a better understanding of the content because they are engaging with it in a new or complex way.
Below are classroom suggestions and various activities that foster collaboration while encouraging learners to view subjects and opinions from a different lens.
- Optical illusion images are great resources for introducing the concept of multiple perspectives to students, especially for the younger groups. Images like “The old woman/young lady” are natural discussion starters for students to begin to use alternate viewpoints. Teachers can collect and project optical illusion images for students to view. Ask students to remain silent while viewing, but to capture what they seen on a capture sheet for later discussion. After an initial viewing, ask students to pair up with someone that had at least one different observation or conflicting answer on the capture sheet. Then allow pairs to explain their viewpoints to one another.
- Visuals, such as photos from news articles, magazines, graphic novels, or even stock photos can be the springboard for introducing the concept of perspective-taking with students. Display an image from the local newspaper, preferably one that exhibits or elicits an emotion. Without providing any context or headline, ask students to respond by writing the emotion that the subject or onlooker in the photo might be feeling. Ask students to discuss in groups, specifically focusing on why they think the person in the photo feels this particular way. Next, provide students with the text or article—ask them if their assumptions were correct. As the conversation progresses, ask students to consider the last time that they felt a similar emotion. What caused it? How was their scenario different from the actual news article/event? These group discussions allow students to not only connect with and relate to the article, but also connect with each other through speaking and listening.
- A lesson around homophones and homographs can be a great way to spark discussions about perspectives and cultural implications. For instance, take a look at the homographs below:
minute – tiny OR a unit of time
moped – behavior demonstrating sadness OR a motorcycle
number – more numb OR a numerical value
row – a line OR to propel a boat
sewer – a drain OR a person who sews
wave – to greet someone by moving the hand OR sea water coming into shore
Depending on a person’s experiences, country/language of origin, home life, environment, etc., the homographs above could generate a number of different instantaneous visuals or subconscious thoughts from person to person. Especially as students age and their abilities to take different vantage points evolves, it is important that they explore the reasons behind all of our different perspectives. Many times, our cultural identities shroud our understanding of the “other side.” Therefore, these intentional practices allow students to come face-to-face with their own perspectives and to question them.
- “Save the last word for me” is a close reading activity that also prompts discussion and alternate viewpoints. Students begin by reading the same passage independently. Readers are instructed to mark or highlight the line or sentence that they believed was most significant within the passage. One volunteer reads his chosen/highlighted sentence, but provides no reasoning or explanation as to why he considers it to be the most significant. Group mates must add their own interpretation of why that line is significant to the passage; the original volunteer speaks last and confirms/elaborates/clarifies his original choice. This activity encourages discourse around a common text, but relies heavily on the task of “getting into another person’s head.” Students must consider why their peer selected that specific line as significant, and can then speak on how they agree or perhaps found a different line to be more crucial.