Perspective Taking/Point of View
Grade: 6
Digital Citizenship Theme: Participation
Lesson Overview
Before one acts ethically, one must first learn how to think ethically. One of the skills that is needed to start thinking ethically is perspective-taking: the ability to take on the points of view of a variety of actors in a given situation. When young people learn how they can take on the point of view of others they can better see how their actions have consequences on others.
http://www.reallifeonline.ca/Grade-6/Full-Video-and-Resource.aspx
After watching part one and two of the video, have students discuss (in small groups) the perspectives of each character, considering three components of perspective taking:
Intent: Motivations for an action.
Key questions: What was this person intending to do? What were his/her motivations?
Consequences: Outcomes of an action.
Key Questions: What did this person perceive the outcomes of the situation or of his or her actions to be? To whom and to what communities are the consequences most severe?
Emotional Responses/Empathy: Feelings about an action/state of events and feelings that motivate an action.
Key Questions: What was this person feeling? Is it possible to understand why this person felt this way?
The class will then have a larger group discussion about how a lack of perspective-taking affected this situation, the potential benefits of perspective taking, and the steps towards effective perspective- taking.
The following ethical thinking skill is emphasized in this lesson:
Perspective-taking: striving to understand the motives and goals of multiple stakeholders in a community.
New media literacies highlighted in this lesson:
Negotiation: the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
Simulation: the ability to interpret and construct dynamic models of real world processes.
Learning Goal
We are learning how to engage in perspective-taking (includes consideration of others’ motivations and feelings, as well as how others may be impacted by a particular course of action).
Success Criteria
I can consider other peoples motivations and feelings
I can communicate how others could be impacted by my actions
I can demonstrate why it is important to consider others while I am making decisions in an online community
Materials Used
Internet access to view http://www.reallifeonline.ca/Grade-6/Full-Video-and-Resource.aspx
Computer access to use Linoit.com or post it notes
Chart paper/Whiteboards and markers for brainstorming in groups the term “perspective-taking”
Paper and pencils
Lesson Introduction
In small groups ask the students to describe the term “perspective-taking,” based on their impressions of the term. (They may be familiar with the alternate term ”point of view”). List the different elements of their definitions. (This may include ideas like: how characters or people think, how they feel, their opinions on a given situation.)
Point out to the class that perspective-taking encompasses how someone thinks, feels, his/her opinions on the situation, and his/her perceptions of consequences. Being able to imagine someone else’s perspective, and be understanding of their way of thinking, can lead to better decision making when working with others both online and offline.
Lesson Instructions
After the class has come up with a definition for “perspective-taking”, view part one and two of http://reallifeonline.ca/Grade-6/Full-Video-and-Resource.aspx. Give one character to each group for them to focus on. In their groups have the students discuss the different perspectives of their highlighted character. Please find attached a copy of questions to be given to each group to help the students take on the perspective of one of the characters. While analyzing the different characters, ensure that the students are focusing on the three components of perspective taking:
1) Intent: Motivations for an action.
Key questions: What was this person intending to do? What were his/her motivations?
2) Consequences: Outcomes of an action.
Key Questions: What did this person perceive the outcomes of the situation or of his or her actions to be? To whom and to what communities are the consequences most severe?
3) Emotional Responses/Empathy: Feelings about an action/state of events and feelings that motivate an action.
After the groups have had a chance to discuss their character, the students will go on linoit to post their answers about their characters. Alternatively, you could use chart paper or whiteboards.
Once, all of the groups have answered the questions about the different characters, the entire class should view all of their classmates answers. While viewing on linoit or chart paper/whiteboards have the students make comments on the other groups ideas about the characters’ perspectives. After all of the students have commented on the other groups’ characters, use the probing questions to facilitate a discussion.
After the discussion have the students choose one of the following questions to answer in a short paragraph.
1) You have just found a hilarious video of your friend, Tasnim, and you want to post it online. Should you post it? How do you know whether or not to post it? Justify your answer.
2) Why is it important to always be thinking about other people’s perspectives/point of view while viewing or reading things online? Justify your answer.
Probing/ Guiding Questions
1) How did considering the consequences of the characters actions affect your feelings about the situation?
2) Even though it was online, the website and picture had offline consequences for others and for their offline communities. Do you think the characters considered the offline consequences prior to taking the picture or making the website?
3) Do your actions matter, if you are in an online community compared to when you are within an offline community? Why or why not?
4) Do you think people are more or less likely to think about others perspectives online or off? Why/why not?
5) Whose points of view most closely match one another? Whose don’t match? Why?
Anticipating Responses
1) It made me feel uncomfortable, uneasy, and sad
2) No, because when you are on the Internet you might say things that you would say face to face. It is like you have more courage
3) They shouldn’t because it still affects the person if you are online or off
4) You think more about yourself when you are online. It is not right because it is not right to say bad things about others no matter what.
5) Ashley’s and Mayumi’s match because they were both bullied, and hurt by what happened. Also, Carlos, Julie’s and Duncan’s were also similar because they were the ones hurting the others.
Concluding Takeaways
In today’s lesson, we examined multiple perspectives within a couple of scenario’s. In these scenario’s, we saw how a lack of perspective-taking negatively impacted many individuals. Reflect back about your own online usage and think about if you take others perspectives when you act. Using the three components of perspective-taking (consequences, a motivation, and emotional effects) it can help you make better-informed decisions online and off. Trying to understand motivations, emotional responses, and consequences can help make better-informed decisions online. It is important to always be thinking about the effects of our actions on others.
Suggestions for Extensions
At School Extension
1) In groups students can create their own video/play outlining the importance of always acting ethically while online.
2) In groups students can create a campaign for their school outlining the importance of always acting ethically while online.
Questions to help guide the students analyses of the characters
Ashley’s Perspective
Directions
After watching the clips, try taking Ashley’s perspective. Use the questions below as a guide.
• What do you think motivated Ashley to be persuaded by Carlos?
• What emotions do you think Ashley is feeling when she finds out that Carlos has sent the picture to everyone with a cellphone?
• From Ashley’s perspective, what are the potential outcomes of the picture? To her? To her family?
Carlos’ Perspective
Directions
After watching the clips, try taking Carlos’ perspective. Use the questions below as a guide.
• What do you think motivated Carlos to send everyone the picture?
• What emotions do you think Carlos was feeling when he sent everyone the picture? Does Carlos show empathy towards others?
• What outcomes do you think Carlos thought the picture would have? For himself? For Ashley?
Mayumi’s Perspective
Directions
After watching the clips, try taking Mayumi’s perspective. Use the questions below as a guide.
• What do you think motivates Mayumi to visit the website?
• What emotions do you think Mayumi is feeling when she visits the website? When she is teased in school?
Julie’s and Duncan’s Perspective
Directions
After watching the clips, try taking Julie and Duncan’s perspective. Use the questions below as a guide.
• What do you think motivated Julie and Duncan to make the website?
• What emotions do you think Julie and Duncan were feeling when she made the website and feels as they taunts Mayumi?
• What outcomes do you think Julie and Duncan expected the website would have? For themselves? For Mayumi?