"All the Light" - October

Common Read: All the Light We Cannot See

October Theme: Perspective-Taking

What is the value of multiple perspectives for our understanding and growth?

• Thematic Quotes & Book Sections

  • Book's opening quote by Goebbels about the radio & false information
  • p. 6: Marie-Laure cannot read the leaflets
  • p. 10-11: Varied perspectives on people's identities and how they handle the bomb alarms
  • p. 44: Marie-Laure sees in color in her mind
  • p. 84: "[H]istory is whatever the victors say it is."
  • p. 252: Marie-Laure perceives people by sounds and smells.
  • p. 320: Marie-Laure's perspective after Mme. Manec's death
  • p. 355: "Look at them."
  • p. 355: Werner sees the human landscape as circuitry of a radio
  • p. 368: "they move about with only themselves in mind."
  • p. 414: A snail's perspective
  • p. 429: "Things are just things. Stories are just stories."
• Building Class Community

  Options:

  1. Read your class the opening quote to the book by Goebbels. Have students Think-Pair-Share: How does this quote relate to our issues around artificial intelligence these days?
  2. Ask students, in pairs or small groups, to share a one-minute story with each other from their past (week, semester, etc.). If possible, link the story's focus to something about your course content, as well. After they share stories, read the quote from p. 429. Ask: Is your story "just" a story? When is it important to remember that stories are one perspective, and to keep them in their place? When is it important to honor another's story?
     
  3. Read your class the quote from p. 368. Using an anonymous method, such as sharing a QR code to a Google doc with a blank table (students select an open line to type in their response) or a MS Form, ask: When are times that people tend to move about with only themselves in mind? How does this impact our interactions? What are ways to try to break into others' viewpoints, so we can share perspectives and other people's experiences?

  Follow your selection of above activities with one or more of these options:

  • 
    Discuss how understanding and seeking out varied perspectives helps us to feel connected. Use We! Connect cards (free download of sample cards is available) periodically, selecting questions that invite varied perspectives or stories. At the start of class: Hand one to each student, then ask students to find someone they haven't talked to or met, and ask one another their questions. They then swap cards, hold them up in the air, and locate another person looking for a new parter. Allow time for 3-4 iterations of this process (5-8 minutes).
  • 
    Find ways that the discussion students had can connect to your course content. Perspective can matter in nearly every field!
• Social & Societal Connections

  Options:

  1. Explain about Marie-Laure's visual impairment. Ask the class: How do you think people with visual impairments "see" in their minds? Read the quote from p. 44. Ask: How does this change their perspective or challenge their beliefs? What might we need to adjust about our preconceived notions regarding "dis"abilities?
     
     
  2. Explain about Marie-Laure's visual impairment. Read the scene from p. 6, where Marie-Laure is limited in her ability to access the information on the leaflets. Using small-group discussion or a Chalk Talk, ask students: How do our abilities keep us from understanding others' needs and perspectives? What can we do to be more mindful of others' needs?
  3. Read aloud the selection from p. 355. Using a small-group method, ask: How is Werner's perspective helpful for us in understanding human systems or interactions? How is it limited?

   

• Course Content Connections

  Prior to tying the book and this month's theme to your course content, select a passage or quote from the list above (or find another from the book) to lead off the activity or connection to course content.

  The following ideas are not exhaustive, but are meant to inspire:

  STEM

  • Use a Thinking Routine for perspective-taking when discussing science solutions in real-world contexts. See more.
  • Game design can assist with building better perspective-taking capabilities. See more.
  • Representing mathematical concepts from multiple perspectives creates more flexible understanding. See more.

  Arts

  • Developing an appreciation for multiple perspectives helps us more fully appreciate art and craftwork. Developmentally upgrade this lesson for an art class. See more.
  • Developing empathic perspective-taking results in more coordinated music performance. See more.
  • Similar findings as above regarding empathy, also for dance coordination. See more.

  Humanities & History

  • Identifying the historical perspective on events helps to evaluate historical events more critically. See more.
  • Understanding others' perspectives helps writers better reach their audience. See more.
  • Perspective-taking assignments help second-language learners develop greater intercultural competence. See more.

  Business

  • Perspective-taking is an important management skill. See more.
  • Customer-oriented perspective-taking helps improve employee service. See more.

   

  Social Sciences

  • Perspective-taking activates & strengthens different neurological networks. See more.
  • Perspective-taking, at least in Western cultures, helps reduce stereotyping. See more.

  Education

  • Guide early literacy learners into understanding perspective at increasingly deeper levels. See more.
  • Teachers' perspective-taking capabilities are one factor that predicts culturally-responsive teaching. See more.

  Health & Medical Sciences

  • Training in perspective-taking can help reduce medical professionals' racial biases when providing pain treatment. See more.
  • Addressing perspective-taking can reduce conflict in interprofessional teams. See more. (Prior link is to an ETSU-only sourced page; try here to at least get the reference if it did not work.)
• Reflection, Metacognition, & Insights

  Consider offering these questions for students' consideration:

  • How does my perspective impact how I am completing my coursework?
  • What other perspectives could I take on to complete my work more robustly?
  • Was I open to other perspectives in class today? Was I challenged by someone else's perspective?
  • What could I do to encourage others to be open to various perspectives?

  For student assistance with their work, consider using artificial intelligence as a perspective-driven tutor:

  • Have students tell their AI engine (e.g., ChatGPT, CoPilot) to take on the perspective of a theorist, key stakeholder in a case, or even YOU. You might wish to offer guidance or a script about how to "coach" AI into this role.
    
    
  • Then, have students copy and paste their drafted work into the AI engine, and ask the AI for its feedback (from the perspective of its assigned role).
  • Ask students to submit a copy of what AI suggested, along with their own edits (marked using a different colored font) in their original draft.

  Watch for campus announcements re: Braver Angels visiting. This group coaches students in how to have civil discourse using respectful dialogue. Many participants walk away understanding the "other side" better, and feeling heard and appreciated. Encourage students to attend these events!

• Connections to Instructional Practice

  As an instructor, think about your own perspective and how it plays out in your classes:

  • How does teaching about perspective-taking impact student learning? Learn more.
  • How can you grow your capacity for perspective-taking in the classroom? One idea.

  Suggested readings and resources:

  • Engaging Diverse Viewpoints by Bard College
  • Better Relationships, Higher Grades, interview by Yu, Zhao, & Thomas

   

• Related CTE Events

  Below are events at the CTE that are closely - or loosely! - related to October's theme of perspective-taking:

  • Flash Mentoring: Tips to Help Understand the Student Perspective
    
    
    
    Monday, October 7, 11:30 - 12:00
    Zoom
    Register
  • Feedback, Early & Often workshop
    Tuesday, October 8, 2:30 - 4:00
    Zoom
    Register
  • Active & Collaborative Learning workshop
    Thursday, October 10, 1:00 - 2:30
    Sherrod Library, Room 433
    
    Register
  • Flash Mentoring: Helping Students See Multiple Perspectives
    
    Thursday, October 17, 12:00 - 12:30
    Zoom
    Register
    
    
  • Teaching First-Year Students Club: Perspective-Taking
    Tuesday, October 22, 11:00 - 12:00
    Sherrod Library, Room 441
    Register
    
    
  • Common Read Book Reading Time & Discussion (Parts 5-7)
    Thursday, October 24, 11:00 - 1:00 (bring lunch)
    Sherrod Library, Room 441
    See this website to find event & add to your calendar!