This routine works well in small groups – you can get students to record their individual insights in a doc, a journal or on sticky notes before sharing with the group. It’s all about helping students to realise that everyone has an initial impression to the topic or concept being explored, which enables students to reflect on their own perspective in a more insightful way.
1. Step IN...
Begin by asking students to consider the perspective of a specific individual or group related to the topic at hand.
Encourage them to draw on any prior knowledge or information they have about this perspective.
Remind them that their understanding is limited and that their interpretations may be speculative.
Allow students a few minutes to jot down their thoughts individually before sharing in pairs or small groups.
After sharing, facilitate a class discussion to highlight different viewpoints and encourage respectful listening.
2. Step OUT...
Prompt students to reflect on how their initial impressions may be influenced by stereotypes or biases.
Ask them to consider what additional information they might need to gain a fuller understanding of another individual’s or group’s perspective.
Encourage them to share their thoughts with the class, emphasising the importance of recognising the complexity of others’ experiences.
Normalise the discomfort that may arise from realising their initial assumptions were simplistic or incorrect, reinforcing that everyone has first impressions.
3. Step BACK...
Guide students in considering how their cultural background, prior knowledge, and personal experiences shape their perspective.
Ask them to consider specific examples of how these factors might inform or obscure their understanding of others’ perspectives.
Encourage open dialogue about the role of faith and cultural diversity in shaping viewpoints.
Conclude by having students reflect individually on what they’ve learned and how their understanding has changed throughout the routine.