Perspective Taking/Multiple Perspectives
Overview
Understanding that different individuals may experience and view the same event differently is a higher level cognitive skill that develops in adolescence and throughout adulthood. When adult learners navigate varying perspectives, particularly while reading, they deepen their understanding of events and the concepts involved. In turn, activities in which learners are encouraged to take multiple perspectives foster critical analysis and build critical literacy, key components of Problem Solving. These activities also strengthen Foundational Reading Skills and support learning for those whose Primary Language is not English.
Use It In Your Learning Environment
Knowledge is believed to be bolstered by social interaction, including analyzing and offering multiple perspectives on concepts and ideas. Instructors can promote this type of conversation in face-to-face environments or facilitate online discussions through message boards, collaborative writing software, or other interactive media. Instructors should be mindful of promoting authentic conversation that is supportive of the learner's Background Knowledge. Using real-life task analysis learners can evaluate issues from an array of viewpoints. Instructors can also prompt learners to respond to multiple-perspective based prompts through free writing and encourage peer review to deepen the discussion.
Digital tools that promote discussion and immediate feedback can be useful in supporting learners as they practice taking multiple perspectives. Commenting capabilities allow other learners to interject opposing or alternate viewpoints for discussion. Instructors can also make use of these capabilities to interject further questions to promote deeper thinking and critical analysis.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills.
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Journaling allows learners to reflect on their thinking and feelings, process their learning, and connect new information to what they know and their practical experiences.
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset.
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
