Instructional Strategy

INSTRUCTIONAL STRATEGY

Exploring Perspectives

Grade:

6-8, 9-12

Type:

Discuss & Collaborate

/ Summarize & Synthesize

> 40

Minutes

When:

During reading

Materials:

Exploring Perspectives graphic organizer, selected texts, whiteboard or display, writing utensils

Description

The Exploring Perspectives strategy engages students in examining multiple perspectives across cultural and historical contexts to build empathy and critical understanding. Students read, discuss, and interpret diverse texts and then synthesize their learning through creative expression such as skits or performances. This strategy promotes evidence-based reasoning, collaboration, and respectful dialogue, helping students connect textual evidence to real-world cultural experiences while strengthening communication and empathy.

Procedure

Select a topic connected to your current unit and learning goal (e.g., global citizenship, social justice, or cultural identity). Choose culturally rich texts that include multiple viewpoints from sources such as Britannica School or another Britannica product. Consider using a mix of text types (informational articles, narratives, media clips, or infographics) to support diverse learners and deepen perspective analysis.

Introduce the concept of open-mindedness by inviting students to brainstorm what it means to approach new ideas with curiosity and respect. Record ideas on the board and then define open-mindedness as “willingness to consider and understand different perspectives.” Co-create a class anchor chart of “Open-Minded Learner Habits” (e.g., listen actively, ask clarifying questions, use evidence respectfully).

Activate prior knowledge by showing a short video, image set, or quote that reflects diverse perspectives. Facilitate a brief discussion using guiding questions such as “Whose point of view is represented here?” and “Whose might be missing?” Ask students to jot down their initial reactions or assumptions in a quick-write before discussion.

Distribute the Exploring Perspectives graphic organizer. Ask students to record main ideas, supporting evidence, and questions in Section 1 as they read or view the texts. Remind students to cite evidence directly and to use the organizer to track how different sources portray similar or contrasting viewpoints.

Model evidence-based interpretation. Demonstrate how to cite details from the text that reveal cultural or historical perspective (e.g., character dialogue, author purpose, or setting). Think aloud as you annotate or highlight a passage, showing how textual clues reveal bias, values, or assumptions.

Divide the class into small groups. Have students work in their groups to compare perspectives found in the texts. Prompt them to identify how culture, context, and bias shape interpretation. Provide sentence starters such as the following:

“One perspective presented is…”

“This viewpoint differs from ours because…”

“The author’s background influences this idea by…”

Encourage each group to record similarities and differences on a shared resource such as paper, a chart, or a digital tool.

Ask students to brainstorm ideas for a brief skit or performance that represents their group’s understanding of multiple perspectives. Invite students to record their ideas in Section 2 of the graphic organizer. Encourage them to include text-based evidence and authentic cultural details. For additional support, consider providing a short checklist for groups to ensure their representation is accurate, inclusive, and supported by evidence.

Prompt students to collaboratively write and rehearse their skits or performances, ensuring that all members participate. Circulate to provide feedback on clarity, accuracy, and respectful representation.

After rehearsal, invite groups to share their skits or performances with the class. Ask audience members to take notes in Section 3 of the graphic organizer, identifying the perspectives represented and the evidence used.

Wrap up with a whole-class reflection on how exploring different perspectives enhances open-mindedness and critical thinking. Ask students to use Section 4 of the graphic organizer to record their insights, such as how their own thinking evolved, and Section 5 to document questions they still have. Facilitate a short debrief in which students connect their learning to real-world contexts. Consider asking the question “How might open-mindedness help us address current global or community challenges?”

Differentiation

Modeling Perspective-Taking: Before group work, model how to analyze a short passage that includes conflicting viewpoints. Think aloud to demonstrate how to identify bias, evidence, and context. This modeling builds students’ analytical confidence and provides concrete strategies for interpreting complex ideas.

Choice-Based Expression: Offer options beyond skits or performances—such as podcast scripts, short films, or illustrated dialogues—to allow for creativity while maintaining focus on evidence-based understanding. This flexibility supports diverse learning preferences and increases student engagement and ownership of learning.

Extension for Advanced Learners: Challenge students to connect their cultural analysis to current global or ethical issues and propose action steps (e.g., “How might understanding this perspective help solve a real-world challenge?”). This extension deepens higher-order thinking by encouraging transfer of knowledge beyond the classroom.

Multilingual Learning Support

Beginning Proficiency: Provide bilingual versions of the texts and a word bank of key terms (e.g., culture, perspective, empathy, evidence). Allow discussion in students’ home languages before sharing in English.

Intermediate Proficiency: Use sentence frames such as “One idea from this culture is…” or “I learned that people in…view…differently.” Offer a prefilled graphic organizer to scaffold key ideas.

Advanced Proficiency: Encourage students to use academic language and connect textual evidence to broader cultural implications (e.g., “This reflects the value of…in society.”). Provide opportunities for independent synthesis and comparison.

Variations

Perspective Circles: Divide the class into inner and outer circles. The inner circle discusses the texts’ perspectives while the outer circle listens, takes notes, and later shares observations.

Historical Voices: Have students research and represent a historical figure’s viewpoint related to the topic, using primary or secondary sources to support accuracy.

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