Double Empathy Discussion

Overview

This is Lesson 7 of 10 in “The Ultimate Guide to Me”. Students explore the double empathy problem by comparing how two people can both feel misunderstood, even when neither person intends harm. They then role-play communication scenarios to practise explaining empathy issues using clear perspectives.

Learning intentions

WALT:

• Explore the double empathy problem as a way to understand miscommunication between people
• Discuss how different perspectives affect communication and understanding
• Use role-play to demonstrate how empathy can differ from one person to another

Success criteria

Students can:

• Explain how both people’s perspectives can influence what is understood
• Identify at least two empathy-related factors that may cause misunderstanding
• Participate respectfully in role-play and communicate using their chosen viewpoint

Curriculum links

• Humanities and Social Sciences: propose actions or responses to issues or challenges and use criteria to assess possible effects (by evaluating which responses improve understanding during the role-play)
• English: plan and create spoken and multimodal presentations using persuasive/informative language features (by speaking from a chosen perspective with topic vocabulary and clear structure)
• English: plan and deliver spoken and multimodal presentations organising ideas with precise vocabulary, including tone, pace and volume (by presenting their viewpoint in role-play)
• Languages (Auslan pathway): participate in activities involving planning and negotiating with others using language that expresses preferences and ideas (by negotiating roles, turn-taking, and expressing viewpoint respectfully)

Lesson structure (45 minutes)

1. 0–5 min · Dopamine start (visual prompt). Teacher shows two contrasting “thought bubbles” on a card: “I think you don’t understand me” vs “I think you’re being unreasonable”. Students quickly point to the bubble that feels most like each character in a mini-story you read aloud (low-text support: teacher narration).

2. 5–12 min · Mini-teach: double empathy (low reading friction). Teacher explains in simple terms: misunderstandings often happen because each person brings different experiences, feelings, and assumptions; both sides may be “right” from their own perspective. Students repeat the key phrase: “Both people have reasons.” They practise with thumbs: thumb up = “I can see both perspectives.”

3. 12–22 min · Perspective sorting (hands-on evidence). Set up 3 short scenario picture cards on the table:

• Busy classroom / missed instructions
• Group chat / text sounds “rude”
• Home routine / one person feels ignored Students, in a single-student setup, choose one scenario and place matching “Perspective” cards next to it: What I meant / What I noticed / What I assumed. Teacher asks 2–3 questions and records answers visually (icons + keywords only).

4. 22–33 min · Role-play preparation (burst + supports). Teacher assigns roles using simple labels (no long scripts):

• Role A: “I’m trying to help, but I’m not being heard.”
• Role B: “I’m confused/overwhelmed, and the words feel wrong.” Students complete a 3-line sentence frame sheet (dyslexia-friendly: large font, minimal text, optional spoken recording):
• “From my perspective, I thought…”
• “I felt…”
• “What would help is…” Teacher models tone/pace: slow down for emotions; use one clear sentence per turn.

5. 33–41 min · Role-play performance (turn-taking + criteria). Students perform the role-play twice, swapping roles. Teacher uses a checklist visible on a card (teacher speaks aloud; student watches):

• I named a perspective clearly
• I explained an empathy issue (feelings/assumptions)
• I suggested a response that could reduce misunderstanding After each round, teacher asks: “Which response improved understanding, and why?”

6. 41–45 min · Exit ticket (quick, visual). Student selects one emoji card: 😕 (misunderstanding), 🤝 (shared understanding), or 🔁 (need to try again) and answers orally: “How does double empathy explain this communication problem?” Teacher records a single keyword.

Resources

• Scenario picture cards (3)
• Perspective cards: What I meant / What I noticed / What I assumed
• Role labels (Role A / Role B) with emoji support
• Sentence frames (large print, minimal lines)
• Role-play checklist card (3 criteria)
• Timer (visual)
• Whiteboard or paper for keyword recording
• Optional: phone/tablet audio recording for rehearsal (if helpful)

Assessment

• Observation during perspective sorting: Can the student match “meaning/noticed/assumed” accurately?
• Observation during role-play: Does the student explain empathy issues (feelings and assumptions) and use a helpful response?
• Exit ticket: Oral explanation linked to the double empathy concept (“both perspectives matter”).

Differentiation

• Support: sentence frames with large text + optional teacher scribing; allow answers to be spoken or recorded instead of written
• Support: pre-teach vocabulary with icons (perspective, assumption, empathy) and keep visuals on the desk
• Extension: if time, add a third role in the same scenario (e.g., a bystander) and ask, “What might they assume?”
• Neurodivergent needs: short bursts (7–10 minutes), predictable routine, minimal reading, high visual/hand-on sorting, clear turn-taking cues
• Single-student pacing: teacher can slow down and repeat the scenario; keep tasks achievable and measurable (one criterion at a time)

Curriculum alignment check (teacher-friendly)

• Students practise proposing a response to a communication challenge and assess effects using shared understanding criteria (HASS/AC9HS6S06).
• Students use spoken presentation skills with organised ideas and emotional/precise vocabulary in role-play (English AC9E6LY07).
• Students express and negotiate viewpoints respectfully within an interactive communication task (Auslan pathway AC9L2AU6C02).