A first-year college student participated in a class activity that forced her to literally see things differently. The instructor asked all the students to form a circle – in this case the circle was large with about 40 students. The instructor, as part of the circle, asked everyone to make binoculars with their hands over their eyes. This was to ensure all persons could only see directly in front of them. The instructor then started to act silly and do stupid things in her space in the circle, and students across from her began laughing and making comments. The student sharing the story was one with an advantageous viewpoint, across the circle from the instructor. She witnessed how the students who were to the instructor’s immediate right and left could not see and understand what was causing others to laugh. She understood that their perspective was impaired even though they were closest to the instructor, which would generally seem to be an advantage. I read about this in When You Finish Saving the World, a short story by Jesse Eisenburg. It clearly illustrates how often a situation or concept can be understood completely differently depending on one’s perspective. 

Thinking about perspective in this way, I made a connection to the students in my classes who are from many different places and experiences. Each student brings their own perspective and learning style, their own unique point of view from which they try to make meaning. There will always be those whose perspective is inhibited, just like those in the circle closest to the instructor who had no peripheral vision. It’s not always easy to tell which students are experiencing an impaired perspective, since often students claim partial understanding so they don’t appear ignorant or feel embarrassed in front of their classmates. Additionally, they can be influenced by observing those who are fortunate enough to have an unimpaired perspective, which might help or hinder their comprehension, and most often results in frustration. 

This student’s experience learning about perspective illustrates beautifully why the 3-2-1 strategy is an effective tool to inform one’s teaching practice and provide a way for students to give feedback. Students share 3 things they learned, 2 things they found interesting, and 1 question they still have (or something about which they want to know more). This semester, because I am teaching remotely, I created a Google Form of the 3-2-1- strategy for students to complete online. They can easily click on the link in Canvas as the last thing to do as an Exit Card before leaving our Zoom session. I find it extremely useful to hear from my students in this way – it is an anonymous, unthreatening way for them to share candidly about their experiences in class. It helps me better understand and see things from their perspective, and ultimately informs and improves my teaching. 

Kristin Halsey enjoys teaching writing courses and working with both faculty and students as a member of the Center for Teaching and Learning team.