PICTURE TYPES
We all make assumptions every day. Assumptions
and heuristics are necessary and allow us to act
reflexively, create routines and organize and
simplify our world. However, when relied on too
much assumptions can also cause mis-
understandings or lead to generalizations and
stereotypes. This activity helps students
understand the difference between observation
and inference, and become aware of
assumptions they may not realize they’ve made.
DIRECTIONS
1. Distribute a picture to each student.
Use the pictures provided, find your
own pictures online, or have your
students find their own pictures in
magazines, books or online. If using
the last option, ask students to find a
picture of an interesting person (or
people) they do not know.
2. Arrange seats into a circle. Have
your students sit with their picture.
3. In go-around fashion, have each
student show and describe their
picture. In this round, simply ask
“How would you describe the person
in your picture?” or “Tell us as much
as you can about your person.”
4. As they’re going around, take note
of any assumptions your students
make. These are any details that
cannot be definitively verified by the
picture. Listen for statements like,
“He’s nice/mean” or “She’s wealthy”
or “He’s a bad person.”
5. Break for discussion.
LECTURE TOPIC
The brain interprets and evaluates stimuli at
lightning speed; so fast it’s hard to realize
when we’re making assumptions. The
mnemonic ODIE v. ODIS breaks down the
cognitive process, and can help students
consciously avoid evaluative judgments.
Observe – the physical process of sensory
stimulation. Ex. Light hitting your eyes, Sound
hitting your ears.
Describe – turning the sensory data into
characteristics. Ex. Tall, pale, shiny, loud.
Interpret – using a composite of
characteristics to arrive at a named
category of being. Ex. Tall, older, at the front
of the room. “Ah! He must be a teacher.”
Evaluate or Suspend – when evaluating we
assign our existing values or biases to the
named thing. Ex. “He’s a teacher. He must
be mean.” To Suspend is to consciously
interrupt this evaluative process and allow
new sensory information to replace
assumptions.
Remember that these steps happen in our
brains almost simultaneously and can be
hard to distinguish.
Also, suspension does not mean our values
or judgments disappear. That’s impossible.
Rather, we’re reserving those judgments
until we have more specific information.