Home > Curriculum Units > Special Education > Mind Matters: Cognitive Insights for a Neurodiverse Society Demystifying the Psycho-Educational Report, Cognitive Complexities, and Neurodiverse Narratives

Mind Matters: Cognitive Insights for a Neurodiverse Society Demystifying the Psycho-Educational Report, Cognitive Complexities, and Neurodiverse Narratives

School Subject(s):
Seminar:
Grade Level:
8-12
Author:
Emma Steinheimer
School/Organization:
Science Leadership Academy High School

This unit explores neurodiversity through a interdisciplinary educational approach, integrating cognitive science, disability studies, and social-emotional learning principles. The unit is geared towards high school students with disabilities. Drawing from intersectional scholars like Kimberlé Crenshaw and Margaret Beale Spencer, the curriculum challenges deficit-oriented perspectives on neurological variations by repositioning disability as a natural form of human diversity. Using a number of interactive and multimodal learning strategies, students will dive into brain anatomy, critically analyze psychological assessments, and develop comprehensive personal cognitive profiles. This process fosters critical self-awareness, effective self-advocacy skills, and the ability to set meaningful goals for their academic and personal growth. The unit ultimately aims to empower students to understand their unique cognitive strengths, navigate societal complexities and perceptions surrounding neurodiversity, and contribute to a more inclusive educational environment that celebrates neurological differences as valuable variations rather than deficits.

Keywords:
Cognitive Diversity, Cognitive Science, cultural identity, disability, Disability Studies, Educational Equity, Educational Policy, Executive Functioning, Inclusive Education, intersectionality, Neurodivergence, Neurodiversity, Neuroplasticity, Neurotypical, School-to-Prison Pipeline, self advocacy, Social Skills, social-emotional learning
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Full Unit Text
Unit content

In our classrooms, the pursuit of understanding is often viewed as the transmission of academic content to students. Yet, what if the true measure of our work lies not in the content conveyed, but in the empathy and understanding cultivated?

 

As renowned peace activitist and teacher Thich Nhat Hanh has said, genuine connection begins with profound inquiry: “Sit close to the one you love, hold his or her hand, and ask, ‘Do I understand you enough? Or am I making you suffer? Please tell me so that I can learn to love you properly'” (80). This sentiment, echoed by scholar Asao B. Inoue, suggests that perhaps our most impactful classroom practices should likewise be an ongoing, collaborative dialogue: “Do I understand you enough? Am I making you suffer? Please help me to read your languaging properly” (Inoue, 2019).

 

Story of the Question           

 

In the fall of 2024, I began tutoring for The Petey Greene Program, a national non-profit that forefronts education to support incarcerated people, formerly incarcerated people, and the general public on the distinct injustices in the carceral state. During this period, I participated in the Inside-Out Prison Exchange Program, which promotes dialogue across difference by bringing together incarcerated (“inside”) and non-incarcerated (“outside”) students in college courses. The experience was a stark juxtaposition: profoundly moving, yet inherently dehumanizing on both entry and exit. Though subjected to a fraction of the restrictions faced by the incarcerated women, the purportedly benign routine of entry (surrendering personal items, undergoing invasive security checks, and being stripped of autonomy) highlighted the systemic nature of dehumanization. It also brought into sharp focus the eerily similar experiences our students endure.

 

It is widely accepted that developing students’ social-emotional skill sets, ensuring adequate access to mental health supports, and fostering a culture of care are critical to public health and safety within schools. Even so, based on studies conducted by The Urban Institute, American teens are more likely to attend a school with police officers than social workers in 77% of states (Ampie, 2021). In Philadelphia, shortly after the widespread demonstrations against racial injustice came to a climax in 2020, the push to remove school police became too much to bear, and Philadelphia School District shifted to a school safety officer model; many found that this did little to alleviate the negative impact on students, and along with this change came the implementation of metal detectors in all Philadelphia District high schools (Graham, 2020). More recently, Mayor Cherelle Parker’s new school safety plan has situated more police in and around schools, as “additional specialized unit personnel” to “enhance deployment and visibility” at so-named “high priority schools” (Sitrin, 2024, para. 6). Research has demonstrated that even non-arrest contact with police, as well as witnessing police interactions, are correlated with reductions in educational outcomes (Gottlieb & Wilson, 2019; Gottlieb et al., 2024). Furthermore, the very antisocial school environments that these measures can contribute to are correlated with teens joining gangs (Esbensen et al., 2009; Howell, 1999), potentially leading to the exact type of violence that increased security aims to prevent. The most powerful protective factors are education-related, that is, commitment to school, attachment to teachers, and parents’ expectations for school (Greene et al., 2007).

 

Studies show that in schools with police, low-level behaviors are more frequently responded to as criminal activity, raising suspension rates and contributing to the school-to-prison pipeline (Brown, 2018; Gottfredson et al., 2020; Neath & Rau, 2023). Disproportionate rates of removal from school for students with disabilities, LGBTQIA+ students, Black students, and other students of color further illustrate systemic inequities (Leung-Gagné et al., 2022; Miller & Meyers, 2015; Poteat et al., 2015). In Philadelphia School District, suspension rates are tracked annually via scorecard; in the 2021-2022 school year, Black students received 71% of suspensions, Latino students 17%, and students with disabilities with IEPs (Individualized Education Plans), 31%–it should also be noted that 86% of the students suspended were economically disadvantaged. Philadelphia School District has now removed access to this data; the most recent holistic data set listed is for the 2020-2021 school year, for which suspension rates are unavailable. Despite landmark civil rights legislation promoting full inclusion for students with disabilities, the separate but equal notion persists. By removing students from the school community, we deny them their educational rights as well as opportunities to grow, orienting them towards criminality rather than away from it (Brown, 2018; Gottfredson, et al., 2020; Gottlieb & Wilson, 2019; Neath & Rau, 2023).

 

Initially inspired by my participation in the Petey Greene program, I envisioned an elective course focused on social justice issues in the criminal justice system, with a particular focus on  how society treats neurodivergent individuals. Understanding intersectionality, as articulated by Kimberlé Crenshaw (1989), is crucial here; Crenshaw’s framework highlights how overlapping identities—such as race, class, gender, and disability—create unique experiences of discrimination and privilege. This is especially relevant for adolescents, who are becoming more aware of their social contexts and identities, as noted by Spencer (1995). This understanding of intersectionality is critical when considering adolescent identity formation, a period when, as Spencer (1995) notes, individuals become increasingly aware of their social contexts and their place within them. Cognitive development during this time fuels the integration of beliefs and ideologies into personal identity (Phinney, 1990; Spencer & Markstrom-Adams, 1990), leading adolescents to increasingly engage with and respond to systems of power and oppression (Spencer et al., 2001). This is particularly relevant when considering the disproportionate contact that youth with intersecting marginalized identities have with law enforcement and the juvenile justice system. For instance, studies show that youth of color with disabilities are overrepresented in the juvenile justice system compared to their white, non-disabled peers (Annamma et al., 2014; NCLD, 2023; ACLU Pennsylvania, 2022). This highlights the urgent need for education that equips students to understand their identities and the societal perceptions that influence them. This perspective on identity formation aligns with the work of developmental psychologist Margaret Beale Spencer, who developed the Phenomenological Variant of Ecological Systems Theory (PVEST). PVEST emphasizes that a young person’s development is shaped not just by their environment, but by how they individually experience and interpret the risks and supports within that environment. This subjective understanding, influenced by their identity and social position, determines their level of vulnerability.

 

My early teaching career, beginning in a middle school classroom and continuing with many of the same students in high school, further solidified this concern. Even in elementary school, my students carried experiences underscoring how these intersecting aspects of their identities could lead to marginalization. One particularly vivid example, shared in a student’s writing years later, involves a young Black boy with a disability being forcibly dragged from the elementary school cafeteria by a security officer for speaking too loudly. The officer was removed from his position, but that my student is still writing about his experience in high school almost a decade later should be telling enough. This highlights how the intersection of race and disability can create vulnerabilities leading to disproportionate disciplinary outcomes; this, and many other students’ narratives, have highlighted the urgent need to equip them with the tools to navigate a world that doesn’t always understand or accommodate their identities. As the literature on intersectionality emphasizes, these multiple marginalized identities create unique experiences shaped by complex systems of power (Crenshaw, 1991), where oppression is not simply additive but creates a distinct reality (Bowleg, 2008). Furthermore, many adolescents at these intersections experience “intersectional invisibility” (Purdie-Vaughns & Eibach, 2008), which makes it crucial to develop curricula that explores these complexities. While some schools offer ethnic studies, dedicated disability studies courses that examine the intersection of disability with other identities remain scarce, ill-equipping these students to understand themselves and the world around them.

 

Earlier this year, while completing my first Functional Behavior Assessment (FBA), I was struck by the focus on students’ challenges rather than their strengths. Reading the list of problem behaviors felt deeply incongruent with the potential I saw in my students and prompted a critical reflection on how teachers are set up to frame student needs. It highlighted the pervasive language of lack so often present in special education, and resonated with Ortiz’s (2020) critique of problem articulation in education, which often focuses on the absence of desired outcomes. Such an approach tends to blame students for experiencing challenges, treating symptoms as root causes while ignoring the historical context(s) that shape their experiences.

 

In Dr. Richie’s spring seminar, “Introduction to Cognitive Science: Uncovering the Machine in the Mind”, we examined various topics, including (but not limited to) reasoning, judgment, decision-making, social norms and conventions, language models, and artificial intelligence. This curriculum not only expanded my basic understanding of cognitive processes across a wide breadth of information, but also included field trips and interactions with excellent guest speakers, further enriching our learning experience. Dr. Mackey, a Principal Investigator and Associate Professor of Psychology at UPenn, was one such speaker. She shared her insights on brain development and resilience, which profoundly impacted my thoughts around my unit design. She highlighted the value of productive struggle, explaining how parental intervention can lead children to give up more easily. This sparked my thoughts on the importance of teaching all students the skills and language for self-advocacy. Dr Mackey also provided her website with additional studies, including those highlighting the capacity to build cognitive skills in the classroom, often most overtly exercised in creative curricula. She studied how children, with less developed cognitive constraints, are often more open to exploring a wider range of possibilities, while adults, with their more established frameworks and biases, may limit their exploration of new ideas, with the caveat that new neural pathways can always be built. This reinforced the imperative to avoid fitting diverse individuals into a restrictive “normalcy” and instead make space for varied ways of thinking.

 

A hands-on field trip to the Pennovation Center prompted me to consider how to explain cognitive processes to my students. Inspired by discussions around the diverse components of the brain, as well as related old wives’ tales, and witnessing a real fMRI demonstration, I fully shifted my focus from criminal justice to empowering students and educators through an understanding of individual strengths and needs. I began to build upon the connection between the challenges my students face and the critical importance of self-advocacy, which requires an understanding of their historical context(s) and how societal norms often treat them as “deviant” due to perceived differences.

 

Ideally, we would focus on enacting broad structural changes to create a more equitable world—addressing issues of gun violence through legislative reform rather than increasing policing in under-resourced schools; forefronting positive school environments through district-wide adoption of restorative justice practices and the cultivation of strong, supportive relationships between students and staff with the requisite training; and ensuring all students, particularly neurotypical ones, receive comprehensive lessons on cultural competence and social skills education. However, there’s a crucial balance to strike between this ideal and the immediate realities our students face, between the what is and what could be—what should be. To address this through the student view, this unit focuses on cognitive processes and disability. It will introduce students to the brain’s components and functions, guide them through psychological assessments and a case study, and provide a neurodiversity-affirming overview of various disabilities. The unit integrates activities for students to reflect upon their personal strengths and areas for growth based on their lived experiences and understanding of their respective cognitive profiles. Furthermore, it prepares students for later minilessons tailored to students’ chosen areas for skill-building, such as communication, social understanding, and executive functioning. Additionally, this unit moves decisively away from the pathology paradigm, instead embracing the neurodiversity paradigm as the essential lens for understanding and supporting all individuals. It forefronts the belief that differences in brain processing are valuable variations, not deficits to be corrected. Participants will critically examine how neurodivergent individuals are often unjustly judged and held against neuronormative expectations regarding development, communication, learning, thinking, socializing, and functioning. We will explicitly explore the imperative to reframe these expectations, recognizing that anyone functioning differently is disadvantaged by being told to conform to a restricted “normalcy”. Informed by both Crenshaw’s insights on intersectionality and cognitive science principles, this unit aims to equip students with the tools to deeply know themselves and the society around them. While it is given that we should strive to understand our students’ inner worlds and diverse forms of communication, or languaging, this unit positions them as changemakers, providing them with strategies for self-advocacy and navigating social situations effectively, even when others may not actively seek to understand their needs. By drawing upon an understanding of their cognitive strengths and challenges, they will be empowered to communicate their needs and advocate for a more inclusive world.

Teaching strategies

To achieve these goals, students will be introduced to:

  • The brain, its associated areas, and their processes;
  • Psychological assessments and information within a sample psychological report to complete a case study;
  • An overview of different disabilities (i.e., learning disabilities, Attention-Deficit/Hyperactivity Disorder, autism, etc.) from a neurodiversity-affirming approach, emphasizing the strengths and unique ways of thinking associated with them);
  • How reality is shaped–understanding subjective perception, the influence of cognitive biases, and the construction of social reality;
  • Societal perspectives on difference, including the Medical vs. Social Models of Disability and the concept of intersectionality;
  • Activities for students to consider their own strengths and needs, based on lived experience and their own psychological reports/reevaluations, which will first be analuzed critically;
  • Crafting a comprehensive personal neuro-profile, identifying needs, and setting S.M.A.R.T. goals, promoting self-advocacy and an active role in IEP input integration.

This unit is structured as part of a carefully sequenced journey, designed to foster deep self-awareness, historical understanding, and empowered societal navigation. This initial unit, “Cognitive Processes and Individual Differences,” lays the foundational groundwork by encouraging students to explore their unique cognitive profiles. This unit focuses on building self-awareness and cultivating an understanding of the vast spectrum of individual differences in thinking, learning, and perceiving. Students will identify their personal cognitive strengths and recognize areas where they might experience challenges or require specific supports. This exploration sets a crucial stage for appreciating the inherent diversity of human cognition and dispelling misconceptions about typical and atypical brains.

 

Following this, a second unit, “Disability Histories of the United States,” broadens the scope to examine the historical landscape. This unit delves into the complex history of disability in the United States, meticulously exploring the evolution of societal attitudes, pervasive biases, and the enduring struggles faced by individuals with disabilities. Key concepts such as ableism—the discrimination and social prejudice against people with disabilities based on the belief that typical abilities are superior—will be critically examined. Furthermore, the unit will introduce students to the powerful and transformative neurodiversity movement, which advocates for viewing neurological differences as natural human variations rather than deficits. Students will also learn about the significant legal battles and landmark legislation that have shaped the rights and protections afforded to individuals with disabilities, understanding the ongoing fight for equity and inclusion, and the context of their own support(s) in education.

 

The third and final unit, “Self-Understanding and Empowered Societal Navigation” builds upon the foundation laid in the previous two units. It provides practical tools and a supportive framework for personal growth and navigating the complexities of post-graduation life. This unit moves beyond traditional deficit-based approaches of “social skills” instruction, instead empowering students to deeply explore their own cognitive profiles (as initially explored in the primary unit), unique communication styles, sensory sensitivities, and social preferences. It actively fosters an appreciation for diverse forms of human interaction, celebrating a wide range of social expressions. Crucially, this unit critically examines conventional notions of “social appropriateness,” shifting the focus from rigid adherence to prescribed behaviors towards cultivating genuine and authentic social connections. It acknowledges the realities of living in a world not always designed for neurodivergent individuals, providing students with strategies and tools for “masking”—the conscious or unconscious suppression of natural coping mechanisms or neurodivergent responses—when absolutely necessary for personal safety, well-being, or navigating specific social contexts. Additionally, this unit will address a range of practical societal navigation skills, tailored to student needs and teacher input, which may include understanding the college application process, navigating financial literacy such as taxes and budgeting, or other essential life skills that students identify as crucial for their transition into adulthood.

 

This integrated and thoughtfully progressive curriculum—moving from intimate self-understanding to a comprehensive grasp of historical context, and finally to empowered and authentic societal navigation—ensures that students develop a robust and positive sense of self. They will gain a profound understanding of the broader societal landscape of disability and acquire the essential skills to navigate diverse social interactions and real-world responsibilities in a manner that deeply respects and affirms their inherent individuality and unique cognitive profiles.

 

Social Emotional Learning

 

This unit is intentionally designed to foreground Social-Emotional Learning (SEL) as a fundamental framework for addressing the multifaceted needs of adolescent students, particularly those with disabilities. Recognizing that students often navigate their academic and social lives while carrying the weight of various experiences, including trauma stemming from adverse childhood experiences or intergenerational effects, the unit prioritizes the development of self-regulation skills and the cultivation of positive relationships with peers and educators.

 

The unit will begin by collaboratively establishing expectations for fostering a supportive environment that encourages both safety and a willingness to step outside of comfort zones for both personal and social growth. A key element of SEL integrated into this unit is the intentional development of perspective-taking skills, recognizing its crucial role in fostering empathy and social awareness (a core Collaborative for Academic, Social, and Emotional Learning, or CASEL, competency) across the neuro spectrum. Furthermore, mindfulness practices, which have demonstrated efficacy in reducing stress, anxiety, and depression (Komariah et al., 2022), and in fostering prosocial behaviors (González & Frumkin, 2021), will be incorporated to enhance students’ self-awareness, emotional regulation, and overall well-being, directly supporting executive functions such as attention and self-control, which are critical for navigating social situations (Hawkins et al., 2019). The unit will also explore how language and framing can influence perspective-taking, drawing inspiration from research on cognitive flexibility and perspective shifts (Li & Gleitman, 2002), directly aligning with the unit’s goal of fostering deeper understanding of oneself and others.

 

CASEL Framework

 

The implementation of SEL within this unit is guided by the framework established by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020). CASEL identifies five core, interconnected competencies that provide a structured approach to fostering essential social and emotional skills: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The activities and pedagogical choices within this unit are intentionally designed to cultivate these five competencies, providing students with explicit opportunities for growth in each of these critical areas, often encouraging them to thoughtfully engage with ideas and situations that might initially feel unfamiliar or challenging, within a safe and supportive context. The integration of cognitive science principles within the SEL framework further enhances the unit’s capacity to support students’ development across all five CASEL domains, directly contributing to the unit’s overarching goals of promoting self-understanding, social navigation skills, and the capacity for positive change-making.

 

Collaborative Student Learning and Cultivating Multiple Abilities

Leveraging the intimate setting of my four to twelve student classes, collaborative learning will be central, fostering peer-to-peer resourcefulness and mutual support. Recognizing the diverse student learning profiles that make up my classroom, this unit will explicitly address status dynamics and emphasize that smartness comes in many forms (Horn, 2005).

 

It proactively addresses how group work can sometimes unintentionally exclude students or widen learning gaps. Tasks are designed to be open-ended with no single “right answer,” allowing for diverse approaches and solutions (Cohen et al., n.d.; Lotan, 2003). For instance, rather than simply analyzing a text, students might be asked to create a dramatic interpretation or develop a persuasive argument, tapping into different intellectual strengths and offering multiple entry points for engagement.

A core component of this approach is the multiple-abilities treatment, which explicitly highlights that intelligence comes in many forms—it’s not just about traditional academic skills (Horn, 2005). When launching tasks, the various abilities needed are pointed out, making it clear that everyone’s unique strengths are vital and that groups need each other to succeed (Cohen et al., n.d.). For example, a student strong in empathetic understanding might excel at analyzing character motivations, while another with strong organizational skills might be key to managing the group’s process. The teacher actively reinforces this by publicly acknowledging specific contributions that demonstrate different kinds of “smartness,” ensuring all students feel valued and empowered to participate (Horn, 2005). By directly addressing status dynamics and consistently emphasizing the multifaceted nature of intelligence, this unit aims for an inclusive collaborative environment where all students feel empowered to contribute and learn from each other. This approach also aligns with cognitive science principles, as collaborative learning can help manage cognitive load (Perry et al., 2021).

 

Embodied Learning

Leveraging the understanding that the mind and body are profoundly interconnected, this unit will intentionally incorporate embodied student learning strategies. Moving beyond the view of the body as an isolated entity, this unit aims to embrace it as a dynamic junction of nature, culture, individuality, and collective experience (Faella et al., 2025a). This holistic perspective informs the incorporation of movement and physical activity to support effective learning, making new information more easily comprehensible and memorable through multisensory engagement. Beyond merely enhancing comprehension and memory, embodied learning interventions have been shown to consistently enhance student motivation, body awareness, cognitive engagement, and interdisciplinary integration, particularly in STEM-related areas (Faella et. al, 2025a). Furthermore, as Faella et al. (2025a) note, several studies reported improvements in students’ self-perception, social competence, and critical engagement with body ideals. This unit design is further guided by the SpEED (Special Education Embodied Design) framework, which combats “modalism”—the over-reliance on dominant sensory modalities like vision and hearing (Faella et al., 2025b). The SpEED framework offers guiding questions that inform pedagogical choices for diverse learners, which are as follows:

 

  • Embodied resources: What sensorimotor activities, strengths, and practices do these learners already have? How can these relate to the content?
  • Modalities: What sensory and motor systems are traditionally used to teach this content, and how might it be presented and experienced through other accessible modalities (e.g., tactile, proprioceptive, vestibular, manual, oral, whole-body motor)?
  • Media: What materials (e.g., pen-and-paper, tablets, the body itself) can offer dynamic interaction through diverse modalities?
  • Semiotic modes: What systems of meaning-making (e.g., spoken or signed language, gesture, mathematical symbols) are traditionally used, are they accessible, and how can they be transformed for full student access?
  • Interaction loop: What kind of interaction is desired, and how will learners receive ongoing feedback from their activity?
  • Peer interaction and discourse: How can shared sensorimotor experiences foster collaboration and discussion, moving beyond dominant modalities like speech?

 

By addressing these questions, we ensure learning experiences recruit diverse modalities, media, and semiotic modes, creating rich opportunities for inclusive learning, for all students, but particularly for neurodiverse individuals. Macrine and Fugate (2021) provide additional tangible teaching principles to incorporate embodied cognition and embodied learning into subject domains.

 

Project-based Learning

 

At the core of SLA’s educational philopsophy lies a profound commitment to project-based learning (PBL). This innovative pedagogical approach isn’t merely a teaching method; it’s the very fabric of our school’s learning environment, designed to cultivate a more profound understanding and equip students with indispensable 21st-century skills.

 

In this dynamic, project-based setting, students are immersed in authentic, challenging projects that require them to actively engage with academic content in meaningful ways. The five core values of inquiry, research, collaboration, presentation, and reflection are not isolated concepts but are intrinsically woven into every aspect of their learning journey across all subjects.

 

By consistently incorporating these core values within a project-based framework, this unit ensures that students not only acquire academic knowledge but also develop critical thinking, problem-solving, creativity, communication, and collaboration skills—qualities that are essential for success in an ever-evolving global landscape.

 

Relationship Building Through Data

 

This unit will employ a pedagogical approach focused on deeply understanding students through “street data” collection and analysis, using active listening and observation with a student-centered, concrete, kind, and respectful lens (Safir, 2017). Strategies will include one-on-one interviews about successes and struggles to improve instruction, confidential focus groups for diverse perspectives, feedback interviews on learning experiences, close observation of engagement and challenges, a potential classroom participation tracker for equity, and noting student language use for targeted scaffolding.

 

Think Alouds

 

Think Alouds will explicitly model effective navigation of academic and social situations by instructors verbalizing their thought processes in analyzing scenarios, planning responses, and considering outcomes. This direct modeling aims to cultivate crucial executive functions such as planning and organization (articulating the steps involved in a task), self-monitoring (verbalizing checks on one’s own understanding and progress), metacognition (demonstrating awareness of one’s thought processes and knowledge gaps), working memory (showing how to hold and manipulate information to solve a problem), self-control (modeling thoughtful decision-making), attention (highlighting focus on relevant information), and flexibility (considering alternative approaches). Aligned with Brannan’s emphasis on explicit instruction and practical application, Think Alouds will be embedded using real-world scenarios, demonstrating how to persevere and when to seek help in tasks or interactions. This explicitly teaches these skills, especially for learners with executive functioning weaknesses, by making cognitive processes visible, to foster independence in managing academic and social demands.

 

Varied Formative Assessment 

 

This unit endeavors to use a variety of formative assessment tools, including One-Word Summaries, Quickwrites, Writing into the Day, The Explanation Game, Quickdraw, Circle of Viewpoints, 3-2-1 Bridge, See-Think-Feel-Wonder, Text-Rendering (Sentence – Phrase – Word), Think-Pair-Share, and Speed-Dating.

 

One-Word Summaries ask students to distill key learning into a single word, followed by a brief verbal explanation. This provides immediate feedback on comprehension and encourages concise articulation and diverse perspectives.

 

Quickwrites and Writing into the Day activities are short, focused writing prompts (3-5 minutes) that allow students to reflect, process new information, or activate prior knowledge. They encourage metacognition and provide teachers with insights into student thinking. Quickwrites can take place at any given moment, and Writing Into The Day at the start of class.

 

The Explanation Game challenges students to explain a concept to a partner as if they have no prior knowledge. This promotes active recall, forces clear articulation of understanding, and helps students identify gaps in their own knowledge.

Quickdraw is a visual formative assessment tool where students represent their understanding of a concept through a simple drawing. It’s especially useful for visual learners and allows for quick assessment of conceptual understanding.

 

Circle of Viewpoints has the teacher present an issue, and the class explores different viewpoints, discussing what they are and why they exist. This promotes empathy, critical thinking, and understanding complex issues from multiple angles.

 

3-2-1 Bridge helps students connect new learning to existing knowledge and identify areas for further inquiry. Students reflect before and after a lesson by noting thoughts, questions, and connections, making their thinking visible and tracking conceptual growth.

 

See-Think-Feel-Wonder invites students to observe an artifact, image, or object and then articulate what they see (observations), what they think is going on (interpretations), and what it makes them wonder (questions). This routine develops critical observation and inquiry skills.

“What Makes You Say That?” is a powerful questioning technique teachers use to prompt students to elaborate on their reasoning and provide evidence for their thinking. It fosters deeper analytical skills and provides insight into students’ underlying thought processes.

 

Text-Rendering (Sentence – Phrase – Word) deepens engagement with complex texts. Students select a meaningful sentence, an engaging phrase, and a powerful word from a text, which are then shared and discussed to identify emergent themes and foster collaborative understanding.

 

Think-Pair-Share has students individually formulate a response to a prompt or question, then find a partner to discuss their answer with them. This strategy encourages individual reflection, verbal processing, and peer-to-peer learning, allowing students to refine their thoughts before sharing with a larger group.

 

Speed-Dating facilitates rapid, structured peer-to-peer discussion by having students rotate through multiple partners over a short period. Each mini-conversation focuses on a specific prompt or question. This dynamic activity encourages quick thinking, allows students to hear and articulate diverse perspectives efficiently, and builds a sense of classroom community through varied interactions.

Classroom Activities

Provided is a daily overview as well as the detailed lesson plans for a Study Skills elective unit with eleven days of lessons. This unit is designed for a mixed-level 9th, 10th, 11th, and 12th-grade learning support class, meeting twice weekly for 65-minute periods. Classroom resources referenced throughout this unit can be found in the appendices.

 

Overview of Lessons

 

Day One (Unit Introduction: Perspective, Bias, and Neurodiversity)

 

Focus 

Introducing neurodiversity as natural brain variation; understanding subjective interpretation.

 

Key Activities

“Alligator River Story” discussion (individual ranking, small group consensus); direct introduction and definition of cognitive biases as mental shortcuts.

 

Standards

  • CCSS.ELA-LITERACY.SL..1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-LITERACY.SL.1.5.11-12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.
  • Social Problem-Solving Skills (Pennsylvania Career Ready Skills Continuum) Demonstrate empathy and respectful choice Evaluate consequences from a personal, and civic perspective to inform decision making. Situate self in any social context as a means to determine a response. Evaluate how societal conventions may influence the perspectives of individuals.
  • CC.1.3.9–10.B (Pennsylvania Career Ready Skills Continuum) Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
  • CC.1.3.11–12.B Cite strongand thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an            author’s implicit and  explicit assumptions and beliefs.

 

Summary

This lesson introduces students to neurodiversity as a natural variation in brain functioning, emphasizing its role in problem-solving and societal function. It begins with a “Do Now” activity prompting reflection on judgment, roles, and values. Students then individually read the “Alligator River Story” and rank its characters by blame and responsibility, noting motivations and initial emotional reactions. Crucially, the lesson then introduces cognitive biases as the brain’s natural mental shortcuts in processing information, explaining how these unconscious patterns can lead to varied interpretations of the story.

 

The core of the lesson involves small group discussions where students share their individual rankings, work towards a group consensus, and explicitly consider the influence of cognitive biases on their own and others’ perspectives. Students are assigned specific roles (Facilitator, Recorder, Reporter, Timekeeper) to promote equitable participation and highlight the necessity of diverse skills for complex tasks. The teacher circulates, offering guiding questions about character motivations and biases, and “assigns competence” by acknowledging various intellectual contributions. A whole-class debrief allows groups to share their process and insights, connecting the activity back to the “Do Now” and reinforcing the complexity of moral decision-making and the value of diverse perspectives shaped by unique cognitive processes. The lesson concludes with an Exit Ticket (a one-word summary plus explanation) and a journal reflection, encouraging students to synthesize their learning about personal bias, interpretation, and the significance of neurodiversity in understanding others and the world.

 

Day Two (The Brain: Structures, Functions, and Reality Construction)

 

Focus

Basic brain anatomy and how the brain actively constructs perception.

 

Key Activities

“Do Now” with Lisa Feldman Barrett video (“Your brain doesn’t detect reality. It creates it.”); exploration of major brain structures and functions (slides/3D model); “My Brain Landscape” art activity (scientifically accurate outline, personal reflections on functions); individual learning style inventory; “What Makes You Say That?” speed-dating activity (connecting brain functions/drawings to lived experience).

 

Standards

  • CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions
  • CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence
  • Social Problem-Solving Skills (Pennsylvania Career Ready Skills Continuum) Demonstrate empathy and respectful choice Evaluate consequences from a personal, and civic perspective to inform decision making. Situate self in any social context as a means to determine a response. Evaluate how societal conventions may influence the perspectives of individuals.

 

Summary

This lesson dives into brain structures and neurological variations, demonstrating how these differences shape individual experiences and perceptions of reality. It begins with a “Do Now” featuring a video by neuroscientist Lisa Feldman Barrett, prompting students to reflect on the subjective nature of reality and how their brains actively construct it, including “social reality.” Following a discussion that links the video to previously discussed cognitive biases, students explore basic brain anatomy and function through an interactive presentation and 3D brain model. This scientific foundation prepares them for the the “My Brain Landscape” art activity, where they visually represent how specific brain regions relate to their unique experiences. The lesson then introduces a learning style inventory, culminating with a “What Makes You Say That?” speed-dating activity, where students use their brain drawings, scientific evidence, and personal anecdotes to explain how specific brain functions contribute to their individual differences, explicitly linking these to how cognitive biases shape shared social realities and perceptions of diverse neurological profiles.

 

 

Day Three (Brain Dynamics: Development, Plasticity, and Diverse Neurotypes)

 

Focus

How the brain changes over time and the expressions of neurodiversity.

 

Key Activities

“Do Now” on personal cognitive change; exploration of brain development and neuroplasticity (lifelong brain adaptability); direct instruction and discussion on various neurotypes (i.e., ADHD, autism, dyslexia, Down Syndrome), emphasizing strengths and processing differences.

 

Standards

  • 10.1.9.A (Academic Standards for Health, Safety and Physical Education) Analyze factors that impact growth and development between adolescence and adulthood. • relationships (e.g., dating, friendships, peer pressure) • interpersonal communication • risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns) • abstinence • STD and HIV prevention • community
  • 10.1.12.A (Academic Standards for Health, Safety and Physical Education) Evaluate factors that impact growth and development during adulthood and late adulthood. • acute and chronic illness • communicable and noncommunicable disease • health status • relationships (e.g., marriage, divorce, loss) • career choice • aging process • retirement
  • Social Problem-Solving Skills (Pennsylvania Career Ready Skills Continuum) Demonstrate empathy and respectful choice Evaluate consequences from a personal, and civic perspective to inform decision making. Situate self in any social context as a means to determine a response. Evaluate how societal conventions may influence the perspectives of individuals.
  • SS.ELA-LITERACY.CC.1.4.9–10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific        tasks, purposes, and audiences.
  • SS.ELA-LITERACY.CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

Summary

Day Three shifts focus to the dynamic nature of the brain, introducing brain development across the lifespan and the concept of neuroplasticity—the brain’s remarkable ability to reorganize itself and form new neural connections based on experience(s). The lesson begins with a “Do Now” prompting students to reflect on how their own thinking and learning have evolved, directly connecting to the brain’s capacity for development. Following a review of how the brain constructs reality, cognitive biases, and social reality, students learn about the principles of neuroplasticity, emphasizing the brain’s continuous adaptation. This understanding transitions into direct instruction and discussion on various neurotypes (e.g., ADHD, autism, dyslexia, Down Syndrome), highlighting their unique strengths and processing differences. The lesson concludes with a whole-class debrief that explicitly connects brain development and plasticity to a deeper appreciation for neurodiversity, offering a nuanced view of cognitive differences, and exploring how social realities and cognitive biases might influence the perception and treatment of individuals with diverse neurological profiles.

 

Day Four (Medical versus Social Model of Disability)

 

Focus

Understanding societal interpretations and biases concerning neurological differences.

 

Key Activities

Discussion of historical contexts of disability; explicit deep dive into Medical Model vs. Social Model of Disability; discussion of intersectionality in neurodiversity; direct callback to social reality and cognitive biases from previous days, analyzing how these contribute to stigma and treatment.

 

Standards

  •  Social Problem-Solving Skills (Pennsylvania Career Ready Skills Continuum) Demonstrate empathy and respectful choice Evaluate consequences from a personal, and civic perspective to inform decision making. Situate self in any social context as a means to determine a response. Evaluate how societal conventions may influence the perspectives of individuals.
  • CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions
  • CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence
  • SS.ELA-LITERACY.CC.1.4.9–10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • SS.ELA-LITERACY.CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

Summary

Day Four shifts the unit’s lens to the societal interpretation of neurological differences, critically examining how individuals with diverse profiles are perceived and treated. The lesson commences with a discussion of the historical context of disability, setting the stage for an explicit deep dive into contrasting the Medical and Social Models of Disability. Students will analyze the implications of each model, understanding how they frame disability either as an individual deficit or as a societal barrier. This exploration is further enriched by a discussion of intersectionality within neurodiversity, recognizing that experiences are shaped by multiple, overlapping identities. A direct callback to social reality and cognitive biases from previous days will be central, as students analyze how these collectively constructed beliefs and mental shortcuts contribute to stigma, prejudice, and the treatment of individuals with diverse neurological profiles. The lesson aims to challenge prevailing biases and promote a more inclusive framework for understanding human variation.

 

Day Five (Introduction to Neurodiversity-Affirming Assessments)

 

Focus

How neurological differences are documented and interpreted from a strengths-based perspective, acknowledging and critically examining the historical biases and systemic issues within psychological assessment.

 

Key Activities

Discussion on the history of psychological assessments, including their use in perpetuating racist and discriminatory practices; analyzing sample (anonymized) psychological reports; identifying strengths vs. challenges within a neurodiversity-affirming framework; discussion on the language and purpose of assessment.

 

Standards

  • 1.1. (Psychology Content: Identify Basic Concepts and Research Findings) Define and explain basic psychological concepts.
  • 1.2. (Psychology Content: Identify Basic Concepts and Research Findings) Interpret research findings related to psychological concepts.
  • 1.3. (Psychology Content: Identify Basic Concepts and Research Findings) Apply psychological principles to personal growth and other aspects of everyday life.
  • CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions

 

Summary

Day Five introduces students to the practical application of neurodiversity principles within psychological assessments, beginning with a critical examination of their complex history. The lesson directly addresses how early psychological tests were often developed with racist beliefs, serving to justify discriminatory practices, particularly against minority groups. Students will learn about cultural bias in test content and interpretational biases by evaluators based on race or ethnicity, recognizing how these contribute to systemic racism and lead to misdiagnosis or limited opportunities for individuals. This crucial historical context then leads into analyzing sample (anonymized) psychological reports. The core of the lesson shifts to identifying both strengths and challenges within these reports through a neurodiversity-affirming framework, engaging students in discussions about the true purpose of assessment, the impact of language, and how to interpret findings to validate diverse neurological functioning. This day prepares students to critically reflect on their own reports from an informed, strengths-based perspective.

 

Days Six and Seven (Personal Neuro-Profile Development and Self-Advocacy

 

Focus

Students apply unit learning to themselves, identifying and articulating their unique cognitive profiles.

 

Key Activities

Self-assessment activities; consolidating “Cognitive Superpowers” and “My Brain Landscape” insights into a more comprehensive “Personal Neuro-Profile”; identifying personal strengths and areas where support might be beneficial; beginning to develop self-advocacy strategies for communicating their profile effectively; students may optionally include relevant information from their own psychological reports (after having analyzed a sample report in class) in their Personal Neuro-Profile.

 

Standards

  • 1.2. (Psychology Content: Identify Basic Concepts and Research Findings) Interpret research findings related to psychological concepts.
  • 1.3. (Psychology Content: Identify Basic Concepts and Research Findings) Apply psychological principles to personal growth and other aspects of everyday life.
  • 13.2.6-8.A (Pennsylvania Academic Standards For Career Education and Work) Apply critical thinking to solve real-life problems
  • SS.ELA-LITERACY.CC.1.4.9–10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • SS.ELA-LITERACY.CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

Summary

Over these two days, students engage in a highly personalized application of their learning, developing their “Personal Neuro-Profile.” This comprehensive profile integrates insights from all previous activities, including their “Cognitive Superpowers,” “My Brain Landscape” drawings, and individual learning styles, to create a holistic view of their unique cognitive functioning. Through a series of self-assessment activities, students will systematically identify their distinct cognitive strengths, preferred ways of processing information, and areas where they might benefit from support. A key component will be beginning to develop self-advocacy strategies, equipping students with the language and confidence to communicate their profile effectively to others. Importantly, students will also have the option to incorporate relevant information from their own psychological reports (after analyzing sample reports in Day 5), interpreting their personal data through a neurodiversity-affirming lens to further enrich their profile. This multi-faceted activity culminates in a deep sense of self-awareness and empowerment.

 

Days Eight and Nine (Performance Task Development and Teacher Support)

 

Focus

Creating a summative project to demonstrate understanding and apply self-advocacy skills, with teacher support for goal-setting.

 

Key Activities

Introduction of the personal cognitive profile artifact (i.e., presentation, website, portfolio); drafting S.M.A.R.T. goals related to their profile and self-advocacy; peer feedback sessions on project drafts; individual teacher meetings with each student to support the development of their SMART goals, with at least one goal chosen for potential incorporation into the student’s IEP.

 

Standards

  • 13.2.6-8.A (Pennsylvania Academic Standards For Career Education and Work) Apply critical thinking to solve real-life problems
  • 13.3.6-8.C (Pennsylvania Academic Standards For Career Education and Work) Practice feedback and personal reflection to evaluate success towards setting and completing goals.
  • 13.3.9-12.C (Pennsylvania Academic Standards For Career Education and Work) Incorporate feedback and personal reflection to evaluate success towards completing goals and determine a next course of action.
  • SS.ELA-LITERACY.CC.1.4.9–10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • SS.ELA-LITERACY.CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions
  • CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence

 

Summary

These two days are dedicated to the development of the unit’s culminating Performance Task: a personal cognitive profile artifact. Students will be introduced to various formats for this artifact (e.g., a presentation, a personal website, a portfolio), choosing a medium that best allows them to demonstrate their self-awareness and self-advocacy skills. A crucial component of this phase involves drafting S.M.A.R.T. goals directly related to their newly developed personal neuro-profile and self-advocacy strategies. Students will actively participate in peer feedback sessions to refine their project drafts and their goals. Significantly, this period includes individual teacher meetings with each student to provide personalized support in developing their SMART goals, with at least one goal explicitly chosen for potential incorporation into the student’s Individualized Education Program (IEP), directly connecting their classroom learning to their educational support plan.

 

Days Ten and Eleven (Unit Wrap-up, Presentations, and Reflection)

 

Focus

Sharing learning, community building, and future application.

 

Key Activities

Final presentations of personal cognitive profile artifacts; class-wide community building activity focused on celebrating neurodiversity; final reflection on unit learning and future goal setting.

 

Standards

  • Self-Awareness and Self-Management (Pennsylvania Career Ready Skills Continuum) Recognize and regulate emotions PA CRS Grade Band (9-12) Evaluate behaviors in relation to the impact on self and others; Advocate for oneself in education, employment, and within the community; Analyze adverse situations for the purpose of identifying and selecting healthy coping skills; Establish and pursue goals or postsecondary education, employment, and living within the community.
  • Establishing and Maintaining Relationships Communicate and collaborate amongst diversity
  • CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions
  • CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence

 

Summary

The final two days of the unit bring all the learning full circle, focusing on sharing, community building, and future application. Students will deliver their final presentations of personal cognitive profile artifacts, showcasing their unique insights, strengths, and self-advocacy plans developed throughout the unit. These presentations will serve not only as a demonstration of their individual learning but also as a powerful act of shared understanding and a celebration of the diverse neurological variations within the classroom community. The unit culminates with a class-wide community building activity, specifically focused on celebrating neurodiversity, further reinforcing the core message of acceptance and appreciation for all brain types. The unit concludes with a final reflection where students synthesize their overall learning from the entire unit and set future goals related to their continued self-awareness, self-advocacy, and ongoing understanding of neurodiversity.

 

Three Detailed Lesson Plans

 

Day One (Unit Introduction: Perspective, Bias, and Neurodiversity)

 

Summary 

The initial lesson cultivates a respectful learning environment before engaging students in a narrative-based moral dilemma, “Thw Alligator River Story.” Through individual character ranking and subsequent collaborative group discussion, students confront how personal experiences, inherent biases, and diverse cognitive processes fundamentally influence their interpretations and judgments. The lesson will introduce cognitive biases as the brain’s natural shortcuts in processing information, explaining how these unconscious patterns can lead to varied interpretations. This foundational activity aims to illuminate the subjective nature of “reality,” setting the groundwork for the unit’s exploration of neurodiversity and brain function.

 

Materials  

  • “Alligator River Story”
  • Notebooks (for students’ reflective journaling)
  • Pens or pencils (for students’ reflective journaling)
  • Smartboard or whiteboard with markers
  • (Teacher Facing) Supplemental Classroom Resources

 

Objective(s) 

  • Students will develop critical thinking skills.
  • Students will explore personal perspectives and biases.
  • Students will develop critical thinking and perspective-taking skills.

Time 

  • 60-70 minutes (adjust as needed for discussion depth)

 

Agenda 

  • Do Now (5 minutes)
  • Introduction to Neurodiversity & Norms (8 minunites)
  • “Alligator River Story” Activity: Individual Reading (10 minutes)
  • Small Group Discussion & Consensus (20-25 minutes)
  • Whole Class Debrief (10 minutes)
  • Exit Ticket & Reflection (10 minutes)
  • Closing (2 minutes)

 

Lesson Sequence 

Do Now (5 minutes)

(Post the Do Now on the board. Students answer in their notebooks.)

  • Do Now: Today, consider this: Is reality objective or subjective? In other words, is there one single, “true” reality that applies to everyone, or is reality simply what your individual brain tells you it is? Explain your thinking in your notebook.
  • Say: “Good morning/afternoon, all. Let’s all start with our Do Now today. Please spend five minutes reflecting in your writing journal.”

(Give students 5 minutes to write. Circulate quietly. As time allows, prompt students to either share out full class or via turn and talk.)

 

Introduction to Neurodiversity & Norms (8 minutes)

  • Say: “Okay, let’s bring our attention back up here. Your Do Now today asked us to consider a really big question: Is reality objective or subjective? That gets us thinking about how each of our brains interprets the world around us. And often, there isn’t one simple answer to questions like that. This is a perfect lead-in to what we’ll be exploring today and in this new unit.

In this unit, we’re going to think deeply about how people perceive the world differently, how our brains are uniquely wired, and how that impacts everything from how we learn to how we solve problems. This brings us to a key concept: Neurodiversity.

Can anyone take a guess what ‘neuro’ might mean?” (Wait for responses – brain/nerve related). “Exactly! And ‘diversity’?” (Wait for responses – variety/difference). “So, put together, Neurodiversity is the concept that neurological differences are natural variations in human brain functioning. It means that just like we have different hair colors or heights, our brains also function in a wide, natural range of ways. And recognizing this variety helps us understand each other better, especially when we consider how we each build our own sense of ‘reality.’

To make sure we create a space where everyone feels comfortable sharing their unique perspective, let’s quickly reinforce our classroom norms. Remember, we always aim to be respectful of each other’s opinions, even when we disagree. And we strive to encourage open-minded dialogue, meaning we’re willing to listen and consider ideas different from our own. These norms are crucial for a really rich discussion today, especially as we explore how our individual brains shape our understanding.”

 

“Alligator River Story” activity – Introduction and Individual Reading (10 minutes)

(Distribute printed story copies.)

  • Say: “Today, we’re going to explore these ideas through a story called ‘The Alligator River Story.’ I’m going to read it aloud first. As I read, just listen. Then, I’ll ask you to read it once more quietly to yourselves.”

(Read the ‘Alligator River Story’ aloud.)

“Now that you’ve heard it, I want you to read the story again silently to yourself. As you read, think about the characters and their actions. When you’re done, on your worksheet, I want you to rank the characters from who you think is most to blame (number 1) to who you think is least to blame (number 5). Then, I want you to rank the characters from who is most responsible (number 1) and who is least responsible (number 5). As you rank them, also take note of why you’re making those choices. Consider the motivations behind each character’s choices, and reflect on your initial emotional reactions to them. This is an individual task, so work quietly and take your time. You will have about six minutes to do this.”

(Give students 4-5 minutes for individual reading and ranking. Circulate quietly.)

  • Say: “Okay, now that you’ve all read the story and made your individual rankings, let’s pause and consider something really important about how our brains just processed that information. Often, when we’re faced with complex situations like this story, and we have to make quick judgments or interpretations, our brains tend to take mental shortcuts.

These automatic mental shortcuts are what we call cognitive biases. From a neuroscience perspective, cognitive biases are ingrained patterns of thinking–ways our brains efficiently, though sometimes imperfectly, interpret information based on past experiences, emotions, or learned associations. They’re like built-in filters that help us make sense of the world quickly, but they can also unconsciously influence what we perceive as ‘true’ or ‘right.’

Think about your own rankings and initial emotional reactions to the characters in the ‘Alligator River Story.’ It’s very likely that some of your immediate judgments were influenced by your unique cognitive biases–those unconscious shortcuts based on your own experiences, values, and the patterns your brain has picked up over time. As we move into our groups, keep this in mind: each of you is bringing a unique set of these ‘mental shortcuts’ to the discussion, which can lead to very different interpretations of the same story.”

 

“Alligator River Story” activity – Small Group Discussion and Consensus (20-25 minutes)

(Post pre-assigned groups on the board. If pre-assigning roles for younger/classes where this is necessary, post them now too.)

  • Say: “Let’s come back together. You’ve had a chance to think individually, and now we’re going to move into small groups to discuss the story. Look at the board, your pre-assigned groups are up there. Please carefully and quietly move into your new groups now.”

(Wait for students to move into groups. Circulate briefly to ensure everyone finds their spot.)

“Now that you’re in your groups, here’s our task: You’re going to discuss “The Alligator River Story”. Your goal is to share your initial individual rankings. But this isn’t just about assigning blame and ranking behavior; it’s about exploring why we each see things the way we do, acknowledging the role of cognitive biases we just discussed. Think back to our Do Now question about objective versus subjective reality. As you discuss, consider how your own perspective shapes your interpretation of the story’s events and characters. We’re going to dive into how our personal beliefs, values, and even unconscious biases influence our interpretations, demonstrating just how subjective ‘reality’ can be when it comes to human actions. After everyone shares their individual perspective, as a group, you will work together to come to a new group consensus on the rankings. This isn’t about finding a single ‘right’ answer; it’s about the process of discussing, listening to different interpretations, and building a shared understanding as a team.

Listen carefully, because this next part is vital to how we’ll succeed in this task: This discussion isn’t just about figuring out who to blame. It’s about combining all of our different ways of thinking to create the most complete picture of the story.

You’ll need to analyze characters, listen carefully to your classmates’ ideas, understand others’ perspectives, clearly explain your own perspective, take organized notes, and manage your time. Our brains are wonderfully varied, and what one person finds easy, another might find challenging. Someone might be incredibly good at understanding motivations, while another is fantastic at organizing everyone’s ideas, and a third is skilled at making sure everyone gets to speak.

This is why we’re working in groups: you truly need each other to get this work done well. Your unique ways of thinking, your specific strengths, are exactly what will help your group build a richer, more nuanced understanding of the story than any one of you could achieve alone. By sharing your individual ideas and perspectives, and by exploring how our personal experiences and different ways of thinking lead to unique interpretations (including those shaped by cognitive biases), you’ll collectively build a stronger, more thorough analysis. As you’re working, I’ll be circulating around the room, listening in on your discussions. Let’s begin!”

(Allow 18-20 minutes for group discussion. Circulate, offer prompts (What motivated each character’s actions? How might different personal experiences lead to different interpretations? Can you identify any personal biases from your initial reading?–see “(Teacher Facing) Supplemental Resources” for more prompts as needed), and assign competence publicly as appropriate. If the discussion runs long, push the whole class debrief to the next day. As students finish, prompt them to write their group rankings on the board.)

 

“Alligator River Story” activity – Whole Class Debrief (10 minutes)

  • Say: “Okay, all, let’s bring it back together. I heard some really rich discussion happening around the room. Now, I’d like each group’s Reporter to share a few things with the whole class. Tell us about your group’s process in coming to a consensus–was it easy? What challenges did you face? What were some of your key insights or takeaways from your discussion? How did understanding cognitive biases play a role in your group’s conversation or in understanding differing opinions? We’ll take about 2-3 minutes per group.”

(Invite each Reporter to share. Facilitate a structured whole-class discussion. Be sure to ask for different perspectives and highlight the complexity of moral decision-making. Take notes on the board to synthesize students’ thinking.)

  • Say: “Thank you to all the Reporters and groups for sharing. What struck me, and I hope it struck you too, is how diverse your initial rankings were, and how much rich discussion was needed to even begin to find common ground. This story, and your discussions, really highlight the complexity of perspective and decision-making. We saw how even with the same story, different people can arrive at different ‘realities’ of blame and responsibility. This connects directly back to our Do Now question about objective versus subjective reality. There isn’t always one easy ‘right’ or ‘wrong’ answer, and this activity underscores that understanding different viewpoints is crucial. We all approach situations with unique brain wiring, experiences, and inherent biases, which act as different lenses through which we see the world. Without talking to one another, there is no way to truly see through those lenses and begin to build a shared understanding.”

 

Exit Ticket and Reflection  (10 minutes)

One-Word Summary Strategy

  • Say: “Now, I want each of you to capture today’s key learning in just ONE word on the whiteboard. When you have your word, come up and write it clearly.”

(Students write their word on the whiteboard. Once all words are up…)

“Fantastic! We have a great collection of words here. Now, I’d like a few volunteers to share:

‘Why did you choose this word?’

‘What does it represent about today’s lesson for you?”

(Facilitate explanations, connecting their words back to the lesson themes of perspective, cognitive bias, collaboration, diversity, etc.)

  • “To wrap up our reflections, please open your notebooks again and write a short journal reflection answering the following question(s):

How might your background influence your understanding of others?

How did your perspective on the ‘Alligator River Story’ characters change during the activity, and what does that tell you about objective versus subjective reality?

What did you learn about cognitive bias and interpretation?

How might this activity apply to real-world situations, especially when people disagree about what’s ‘true’?”

 

Closing (2 minutes)

  • Say: “To bring us full circle: Today’s Alligator River story showed us how different perspectives can change everything, and how what seems ‘real’ or ‘true’ to one person might be entirely different for another. This idea connects directly to how we all learn and work together, especially when we talk about neurodiversity and the role of cognitive biases in shaping our views.

Think of our classroom, or even society, as a giant puzzle. Each of us is a unique piece, with our own specific shape–our individual strengths and challenges. Just like in a puzzle, no single piece can complete the picture alone. Some of you might be amazing at verbal tasks, while others excel at visual problem-solving or hands-on challenges. What one person finds difficult, another might find straightforward. These aren’t deficiencies; they’re simply different abilities. When we work together, these varied strengths complement each other, allowing us to fill in each other’s gaps and build something complete and complex. This is how our society functions: by recognizing and valuing the diverse contributions of every individual, we create a much richer and more capable whole.

Great work today, everyone. I look forward to continuing these important discussions tomorrow.”

 

Homework

  • If fruitful classroom discussion prevents students from completing their exit tickets, assign the journal reflection for homework.

 

Day Two (The Brain: Structures, Functions, and Reality Construction)

 

Summary 

The second class begins by exploring the subjectivity of reality through a video, emphasizing the brain’s active role in constructing perception, including ‘social reality’ and building on the cognitive biases discussed previously. Students then delve into basic brain anatomy and function via slides and a 3D model. This scientific understanding is applied in a “My Brain Landscape” art activity, where students diagram their own brains to reflect unique experiences and learning styles. The lesson culminates with a “What Makes You Say That?” speed-dating activity, where students use their drawings, scientific evidence, and lived experience to explain how specific brain functions relate to their individual differences, explicitly linking these to how cognitive biases contribute to shared social realities. This lesson aims to deepen student appreciation for neurodiversity and how collective brain functions influence societal perceptions, particularly concerning the treatment of individuals with diverse neurological profiles.

 

Materials  

  • Whiteboard or projector
  • Notebooks
  • Pens or pencils
  • Digital learning style inventory (or access to Xello)
  • Access to a 3D digital brain model (i.e., clay model, scientific model, online interactive model, etc.)
  • Video: “Your brain doesn’t detect reality. It creates it. | Lisa Feldman Barrett” (7 min)
  • Markers/pens for whiteboard if used for whole-class sharing
  • Pre-printed brain outline handouts (scientifically accurate in size/proportion)

 

Objective(s) 

  • Students will understand basic brain structures and their functions.
  • Students will explore neurological variations and their impact on individual experience(s).
  • Students will analyze how brain differences influence learning styles and perception.

 

Time 

  • 60-80 minutes (adjust as needed for discussion depth)

 

Agenda 

  • Do Now: Lisa Feldman Barrett Video & Reflection (10-12 minutes)
  • Opening & Review (5 minutes)
  • Brain Functions: Exploration (15-20 minutes)
  • Interactive Brain Exploration & “My Brain Landscape” Art Activity (12-15 minutes)
  • Think-Pair-Share: Learning Styles (7-10 minutes)
  • “What Makes You Say That?” Speed Dating Activity (8-10 minutes)
  • Exit Ticket (5 minutes)
  • Closing (Optional, if time allows, 2 minutes)

 

Lesson Sequence 

Do now (10-12 minutes)

(Post the video link or QR code prominently on the board. Provide headphones if students have individual devices, or prepare to play it for the whole class.)

  • Do Now: Watch the video: “Your brain doesn’t detect reality. It creates it. | Lisa Feldman Barrett” (approx. 7 minutes). While watching, consider:

What is one key idea or concept from the video that surprised you or made you think differently about how your brain works?

How does Dr. Barrett’s explanation connect to our discussion yesterday about whether reality is objective or subjective?

What questions does this video raise for you about the brain?

  • Say: “Good morning/afternoon, everyone! To kick off our exploration of the brain today, we’re going to start with a short video from neuroscientist Lisa Feldman Barrett. This video really builds on our conversation from yesterday about objective versus subjective reality. Please watch the video and answer the questions posted on the board in your notebooks.”

(Give students 8-10 minutes for watching and writing. Circulate quietly. You can then use their responses as a springboard for your introduction to brain anatomy, connecting it to the idea of the brain as an active constructor of experience(s).)

 

Opening and Review (5 minutes)

  • Say: “Let’s bring our attention back. Yesterday, we started talking about neurodiversity, the idea that brains are wired in wonderfully varied ways, and we considered whether reality is truly objective or if our brains create it. Based on Dr. Barrett’s video, what are some of your initial thoughts on that question now? What was a key takeaway for you from the video?”
  • Let’s bring our attention back. Yesterday, we started talking about neurodiversity, the idea that brains are wired in wonderfully varied ways, and we debated whether reality is truly objective or if our brains create it. We also touched on cognitive biases–those mental shortcuts our brains take. Based on Dr. Barrett’s video, what are some of your initial thoughts on that question now? How does her idea that our brains create reality connect to the cognitive biases we discussed yesterday, and what she calls ‘social reality’?”

(Allow 2-3 students to briefly share responses to the Do Now, affirming their insights and explicitly connecting the video to cognitive biases and the concept of social reality.)

  • “Excellent! Dr. Barrett’s work gives us a powerful foundation for what we’re going to do today. She showed us that our brains aren’t just passive receivers of information; they’re constantly predicting and constructing our reality – both our individual reality (often filtered through those cognitive biases) and what she calls ‘social reality.’ So, if our brains are so active and unique, how do they actually do that? Today, we’re going to ‘peek under the hood’ and explore some basic brain anatomy – the different parts of the brain and their core functions. Understanding these fundamental structures will help us see how these neurological variations we’ve been discussing actually impact our individual experiences, learning styles, and even our unique sense of reality and the social realities we collectively create.”

 

Brain Functions Exploration (15-20 minutes)

  • Say: “To help us understand these complex ideas, we’re going to walk through some key parts of the brain and their primary roles. Pay close attention to what each part is responsible for, as we’ll be connecting this back to your own experiences and how we perceive the world.”

(Run through the slides explaining different brain functions. Focus on major lobes/regions and their general roles (e.g., frontal lobe for planning/decision-making, occipital for vision, cerebellum for coordination, limbic system for emotion). Use clear visuals and concise explanations. Engage students by asking questions about potential real-world examples of each function.)

Say: “Understanding these foundational parts helps us see how the brain, as a whole, creates our experiences, just as Dr. Barrett described.”

 

Interactive Brain Exploration and Brain Landscape Art Activity (12-16 minutes)

  • Say: “To solidify our understanding of these brain structures, we’re going to get a bit more hands-on. We’re going to use our 3D brain model [or refer to digital interactive model]. I want you to explore the different parts we just learned about. As you interact with it, think about what each part does and how it might contribute to different aspects of our experience.”

(Guide students to interact with the brain model. Provide specific prompts: “Can you point to the part responsible for processing what you see? Where do you think your emotions might be processed?” etc.)

“Now, let’s take this a step further with our ‘My Brain Landscape’ art activity. On a piece of paper, I want you to try to loosely sketch an accurate model of the brain. Then, fill in specific sections or areas of this brain outline with symbols, words, or colors that represent you–how you learn, what you feel strongly about, how you perceive the world–and how those aspects connect to the function of that particular brain region. This isn’t about artistic skill, but about representing your understanding of these functions within your own ‘mindscape’.

(Allow students about 7-8 minutes for the beginning of the art activity. Circulate, offering guidance and asking questions about their representations. For younger students or those with motor challenges, distribute a pre-printed brain outline.)

 

Think-Pair-Share: Learning Styles (7-10 minutes)

  • Say: “Excellent work with your initial Brain Landscapes! Now, let’s explicitly connect what we’ve learned about brain structures and functions to your own unique experiences and learning. Our brains are all wired differently, and these differences show up in how we learn best. We’ll use a learning style inventory to help you reflect on this.”

Part 1: Individual Reflection & Brain Landscape Extension 

(Post the questions below on the board, along with the learning inventory QR code.)

  • Say: “I’m going to hand out a short learning style inventory (or prompt students to complete one on Xello). This isn’t a test; it’s a tool to help you reflect on your own preferences. Complete it individually. As you do, consider: What are your strongest learning preferences? And critically, how might the brain functions we just discussed contribute to these preferences? For example, if you learn best visually, how might your occipital lobe be particularly engaged? What challenges do you face when learning in ways that don’t match your style, and how might that relate to different brain pathways? Then, take a moment to add to your ‘My Brain Landscape’ drawing–you can add small notes, symbols, or colors within the accurate brain regions to represent your learning style and how it connects to those specific functions.”

(Allow 5 minutes for individual completion and reflection/extension of drawing.)

Part 2: Pair Discussion 

  • Say: “Turn to a partner. You’ll have about 5 minutes to discuss your learning style insights. Share what you discovered about your own preferences, and crucially, how you think specific brain functions might support those styles. Discuss:

What similarities and differences did you find in your learning styles, and how might these reflect different neurological variations?

How might these differences impact how you learn together in a group, and how does that connect back to the idea of diverse perspectives in problem-solving?”

(Monitor pairs, encouraging them to link their styles back to brain functions.)

 

“What Makes You Say That?” Speed Dating Activity (7-10 minutes)

(Post the instructions on the board for student reference during the activity.)

  • Say: “Alright, let’s take our reflections to the next level with a ‘What Makes You Say That?’ speed dating activity! This is a chance to quickly share your insights and your brain drawings with a few different classmates. Everyone, please stand up and find a partner to start. Remember to bring your ‘My Brain Landscape’ drawing with you!”

(Allow 15-20 seconds for students to find a partner.)

“Say: “Here’s how this works: You’ll have 90 seconds with each partner. For the first 45 seconds, Partner A, you’ll explain your ‘My Brain Landscape’ drawing. Focus on why you placed specific symbols or elements within certain brain parts, and how they relate to your individual experiences. Back up your choices with: 1) Scientific evidence: Refer to specific brain functions we discussed today. 2) Lived experience: Connect it to concrete examples of how you learn, perceive the world, or react to situations. Don’t just point; explain the connections. For example: ‘I added [symbol/color] here in the [brain part] because the [brain part] is responsible for [function], and I experience this when [personal example].’”

(Set timer for 45 seconds.)

“Time! Now, Partner B, it’s your turn for the next 45 seconds. Explain your ‘My Brain Landscape’ drawing, using scientific evidence and lived experiences to support your choices.”

(Set timer for 45 seconds.)

“Time! Fantastic discussions! Now, thank your partner and quickly find a new person to share with. Move to a new spot!”

(Allow 10-15 seconds for students to switch partners. Repeat the 90-second cycle (45 seconds per person) for at least one more round, or two if time allows.)

  • “Alright, let’s bring it back together, everyone. I heard some really rich discussions happening around the room. From your ‘speed dating’ rounds, what was one particularly insightful or surprising connection you or someone else made between a brain function, their drawing, and their lived experience?”

(Encourage 2-3 volunteers to briefly share their insights with the whole class, prompting them for specific examples.)

 

Exit Ticket (5 minutes)

  • Say: “To wrap up our lesson today, please open your notebooks again and write a short journal reflection answering the following question(s):

Describe one specific brain function or structure we learned about today. How do you think this part of your brain contributes to your unique way of learning or experiencing the world?

How does understanding these brain functions, and the role of cognitive biases in shaping perception, help you better appreciate neurodiversity? Think about how our collective brains construct shared ‘social realities,’ and how these realities (often influenced by biases) might impact how different neurological profiles (like those associated with disabilities or other minority groups) are perceived or treated in society.”

 

Closing (Optional, as time allows, 2 minutes)

  • Say: Today’s journey inside the brain has shown us how its structures and functions create our individual realities. We’ve seen how cognitive biases, those mental shortcuts, are a natural part of this process. These biases can significantly influence the ‘social realities’ we collectively construct.

Think about how these shared social realities, often shaped by unconscious cognitive biases, can impact how we perceive and treat others. For example, if our collective brains develop a bias that ‘different’ means ‘less capable’ or ‘unusual,’ this can lead to negative stereotypes and poor treatment of individuals with disabilities or those from minority groups. Recognizing that our brains create reality, and that these creations include biases and social norms, is a powerful first step in challenging harmful perceptions. This understanding is key to appreciating neurodiversity, combating bias, and building a more inclusive and equitable society where everyone valued.

Great work today, everyone. I look forward to continuing these important discussions tomorrow as we explore these social realities more deeply.”

 

Homework

  • If fruitful classroom discussion prevents students from completing their exit tickets, assign the journal reflection for homework.

 

Day Three (Brain Dynamics: Development, Plasticity, and Diverse Neurotypes)

 

Summary 

Day Three comprehensively explores the brain’s dynamic nature, from development and neuroplasticity to the diverse ways it processes information. Students learn how experience continually shapes the brain, leading to varied thinking styles and sensory processing patterns. Building on concepts of reality construction, cognitive biases, and social reality from prior lessons, students learn about various neurotypes (i.e., ADHD, autism, dyslexia, Down Syndrome, etc.). The lesson highlights how understanding these evolving, diverse brains deepens appreciation for neurodiversity and challenges biases within social realities.

 

Materials  

  • Whiteboard or projector
  • Student notebooks/writing journals
  • Pens or pencils
  • Slides/visuals on brain development (i.e., simple timeline, images of brain areas maturing)
  • Slides/visuals illustrating neuroplasticity (i.e., examples of brain changes with learning)
  • Handout or brief visual aids for introducing specific neurotypes (key characteristics/strengths focus)

 

Objective(s) 

  • Students will understand the basic principles of neuroplasticity.
  • Students will explore key aspects of cognitive development across the lifespan.
  • Students will recognize various neurotypes (i.e., ADHD, autism, dyslexia, Down Syndrome, etc.) as examples of neurodiversity, focusing on (generalized) core processing differences and strengths.
  • Students will deepen their understanding of how brain development, neuroplasticity, and specific neurotypes relate to reality construction, cognitive bias, and social reality.

 

Time 

  • 50-65 minutes

 

Agenda 

  • Do Now (5 minutes)
  • Brain Development & Neuroplasticity, Understanding Diverse Neurotypes (30-40 minutes)
  • Whole-Class Debrief & Connecting to Social Reality (10-15 minutes)
  • Exit Ticket: (5 minutes)

 

Lesson Sequence

Do Now: Reflecting on Change (5 minutes)

(Post the below “Do Now” prompt on the board as students enter.)

  • Do Now: Think about yourself now versus a few years ago (i.e., middle school). Describe one way your thinking, learning, or even how you react to things has changed or developed over time. What do you think contributed to that change?
  • Say: “Good morning/afternoon, everyone! Let’s start today with a quick reflection. In your notebooks, think about how you’ve changed, particularly in your thinking or learning, over the past few years. What contributed to that change? Please spend about five minutes writing down your thoughts.”

(Give students 5 minutes to write. Circulate quietly.)

 

Brain Development & Neuroplasticity, Understanding Diverse Neurotypes (35 minutes)

  • Say: “Let’s bring our attention back. Your Do Now reflections are a perfect lead-in to today’s topic. Yesterday, we explored brain anatomy and how your brain creates your reality, filtered through cognitive biases and influenced by social realities. Dr. Lisa Feldman Barrett showed us that the brain isn’t just a static organ – it’s constantly active. Today, we’re going to dive deeper into how the brain isn’t just active, but actually changes and develops throughout your entire life. This idea that your brain can change, grow, and reorganize itself is called neuroplasticity. Think of it as your brain’s amazing ability to adapt and rewire itself based on new experiences, learning, and even challenges. This is fundamental to understanding neurodiversity because it means our brains are always evolving and uniquely adapting.”

Brain Development & Neuroplasticity: Exploration 

(Display slides/visuals related to brain development and neuroplasticity.)

  • Say: “Your brain isn’t ‘finished’ developing when you’re born. It’s a lifelong process! We’ll look at some key stages of brain development from childhood through adolescence and beyond, understanding that different parts mature at different rates. Then, we’ll dive into neuroplasticity itself. What does it look like when the brain is ‘rewiring’? We’ll discuss how learning a new language, practicing a sport, or even adapting to a new environment literally changes your brain’s physical structure and connections.”

Direct Instruction & Discussion: Understanding Diverse Neurotypes

(Transition to the next set of slides/visuals introducing specific neurotypes. For each neurotype, present the brief definition and characteristics. Be sure to tailor the presented neurotypes to your student population, plus other types they are likely to encounter.)

  • Say: “So, we’ve explored how our brains develop and are constantly changing through neuroplasticity. This means that every single brain is unique–and these unique developments lead to a vast spectrum of ways that brains function. This is what neurodiversity is all about. Now, we’re going to look at some specific examples of what these neurological differences can look like. You may have heard some of these terms before. It’s important to remember that these are not ‘disorders’ in the sense of something being broken, but rather different ways brains are wired that come with both unique strengths and challenges in a world that isn’t always set up for them. These are simply different neurotypes within the broad spectrum of human cognition.”

(Introduce each neurotype briefly, focusing on core processing differences, diverse thinking styles, sensory processing variations, and a few key characteristics, emphasizing strengths alongside common challenges. Encourage brief student questions or connections after each.)

  • ADHD (Attention-Deficit/Hyperactivity Disorder): “Brains that might process information very quickly, be highly creative, excellent at ‘hyperfocusing’ on interests, or multitask. They might experience challenges with sustained attention on non-preferred tasks, impulse control, or executive functions like planning. This relates to how their attention systems are wired differently.”
  • Autism (Autism Spectrum Disorder): “Brains that often excel in pattern recognition, deep focus on specific interests, honesty, and logic. They might process sensory information differently (e.g., highly sensitive to lights/sounds or less sensitive), or have unique communication and social interaction styles. Their unique sensory experiences mean their ‘reality’ is built from different sensory input.”
  • Dyslexia: “Brains that process language and decoding differently, often demonstrating strengths in visual-spatial reasoning, creative problem-solving, and big-picture thinking. They might experience challenges with reading fluency or spelling, but excel in areas like engineering or entrepreneurship. This highlights how brains can be wired differently for language processing.”
  • Down Syndrome: “A genetic condition resulting in a unique neurocognitive profile, often associated with strengths in social-emotional intelligence, strong visual learning, and a cheerful disposition. Individuals may experience challenges in areas of cognitive processing speed or language development, but excel in areas like interpersonal skills or specific vocational tasks. This shows how genetic variations lead to distinct developmental paths.”
  • Teacher Say: “As we talk about these, remember the cognitive biases we learned about. How might some of these neurological differences be misunderstood or negatively perceived in our social reality because of those biases? And conversely, how does a neurodiversity-affirming perspective allow us to see the unique ‘cognitive superpowers’ that come with these different brain wirings?”

(Facilitate a short, respectful discussion, inviting students to share initial thoughts or connections, reinforcing the idea of a spectrum of human experience.)

 

Whole-Class Debrief & Connecting to Social Reality (10-15 minutes)
(Pose the guiding questions to the class.)

  • Say: “Today, we’ve gone from understanding how our individual brains change through neuroplasticity to seeing how those changes manifest in diverse ways, leading to different neurotypes like ADHD or autism. This spectrum of human experience is what neurodiversity is all about. Now, let’s tie this back to the social realities we discussed yesterday with Dr. Feldman Barrett’s video, and the cognitive biases from Day 1. If our brains are constantly changing based on experienc, and if there are so many different ways for a brain to be wired, how might the social realities we live in–the expectations, stereotypes, and biases we encounter–aimpact how these diverse brains develop, or how we even perceive the strengths and challenges associated with them? For instance, how might the social reality surrounding individuals with specific neurotypes, often shaped by those unconscious cognitive biases, impact not only how they are treated, but also how their own unique abilities or ‘cognitive superpowers’ might be recognized or, unfortunately, overlooked in schools, workplaces, or even by themselves?”

(Actively facilitate the discussion, ensuring it explicitly links back to cognitive biases and social reality. Use follow-up questions to prompt deeper thinking–”Can you elaborate on that?”, “What makes you say that?”, “How does that connect to what we learned about social reality?”).

 

Exit Ticket (5 minutes)

Clearly display the Exit Ticket questions on the board/projector.

  • Say: “To wrap up today’s lesson, please answer the following questions in your notebook for your exit ticket:”

Describe one key takeaway you have about neuroplasticity or how diverse neurotypes illustrate brain variation.

How does understanding that the brain changes and expresses itself in different ways affect your view of neurodiversity?

Briefly explain how social reality or cognitive biases might influence how a person with a specific neurotype’s individual cognitive profile (their ‘superpowers’ or challenges) is perceived by society.

 

Homework

  • Students should finish their journal reflections if they didn’t already do so in class.

Resources

Classroom Resources

 

Big Think. (2023, July 13). Your brain doesn’t detect reality. It creates it. | Lisa Feldman Barrett [Video]. YouTube. https://www.youtube.com/watch?v=ikvrwOnay3g

 

Gaia Googe. (2020, November 22). Subjectivity vs Objectivity | How the Mind Influences Reality [Video]. YouTube. https://www.youtube.com/watch?v=4O45mRHMzpw

 

NOVA PBS Official. (2023, May 17). Your Brain: Perception Deception | Full Documentary | NOVA | PBS [Video]. YouTube. https://www.youtube.com/watch?v=HU6LfXNeQM4

 

NOVA PBS Official. (2023, June 1). Your Brain: Who’s in control? | Full documentary | NOVA | PBS [Video]. YouTube. https://www.youtube.com/watch?v=yQ6VOOd73MA

 

Oakland University. (n.d.). The Alligator River Story. Retrieved from https://www.oakland.edu/Assets/upload/docs/Instructor-Handbook/The-Alligator-River-S tory.pdf

 

Steinheimer, E. (2025). Discussion Stems. Unpublished manuscript.

 

Steinheimer, E. (2025). The Alligator River Story Handout. Unpublished manuscript.

 

Steinheimer, E. (2025). Sample Psychological Report. Unpublished manuscript.

 

Steinheimer, E. (2025). (Teacher Facing) Supplemental Classroom Resources. Unpublished manuscript.

 

Terri. (2017, February 7). Maya Angelou, we wear the mask [Video]. YouTube. https://www.youtube.com/watch?v=_HLol9InMlc

 

www.learningstylequiz.com. (n.d.). Free Learning Style quiz: How do you learn? https://www.learningstylequiz.com/

 

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Additional Resources

 

Annamma, S., Morrison, D., & Jackson, D. (2014). Disproportionality fills in the gaps: Connections between achievement, discipline and special education in the School-to-Prison Pipeline. Berkeley Review of Education, 5. https://doi.org/10.5070/b85110003

 

Baires, N. A., Catrone, R., & May, B. K. (2021). On the Importance of Listening and Intercultural Communication for Actions against Racism. Behavior analysis in practice, 15(4), 1042–1049. https://doi.org/10.1007/s40617-021-00629-w

 

Cleary, M., West, S., Kornhaber, R., & Hungerford, C. (2023). Autism, Discrimination and Masking: Disrupting a Recipe for Trauma. Issues in Mental Health Nursing, 44(9), 799–808. https://doi.org/10.1080/01612840.2023.2239916

 

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Wise, S. [@livedexperienceeducator]. (n.d.). Posts [Instagram profile]. Instagram. Retrieved June  12, 2025, from https://www.instagram.com/livedexperienceeducator/

 

Appendix

While this unit is primarily built for a learning support or alternative separate setting classroom, it fulfills Pennsylvania/National Common Core standards in multiple content domains, drawing from English Language Arts, Health and Physical Education, and the Pennsylvania Career Ready Skills (which encompass Social Emotional Learning).

Pennsylvania Standards For English Language Arts (Grades 9-12)

  • SS.ELA-LITERACY.CC.1.4.9–10.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • SS.ELA-LITERACY.CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions
  • CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence

 

Pennsylvania Standards For Health, Safety and Physical Education (Grades 9-12)

  • 10.1.9.A (Academic Standards for Health, Safety and Physical Education) Analyze factors that impact growth and development between adolescence and adulthood. • relationships (e.g., dating, friendships, peer pressure) • interpersonal communication • risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns) • abstinence • STD and HIV prevention • community
  • 10.1.12.A (Academic Standards for Health, Safety and Physical Education) Evaluate factors that impact growth and development during adulthood and late adulthood. • acute and chronic illness • communicable and noncommunicable disease • health status • relationships (e.g., marriage, divorce, loss) • career choice • aging process • retirement

 

Pennsylvania Standards For Career Education and Work (Grades 9-12)

  • 13.2.6-8.A (Pennsylvania Academic Standards For Career Education and Work) Apply critical thinking to solve real-life problems
  • 13.3.6-8.C (Pennsylvania Academic Standards For Career Education and Work) Practice feedback and personal reflection to evaluate success towards setting and completing goals.
  • 13.3.9-12.C (Pennsylvania Academic Standards For Career Education and Work) Incorporate feedback and personal reflection to evaluate success towards completing goals and determine a next course of action.

 

Pennsylvania Career Ready Skills Continuum (Grades 9-12)

 

  • Self-Awareness and Self-Management (Pennsylvania Career Ready Skills Continuum) Recognize and regulate emotions PA CRS Grade Band (9-12) Evaluate behaviors in relation to the impact on self and others; Advocate for oneself in education, employment, and within the community; Analyze adverse situations for the purpose of identifying and selecting healthy coping skills; Establish and pursue goals or postsecondary education, employment, and living within the community.
  • Establishing and Maintaining Relationships Communicate and collaborate amongst diversity
  •  Social Problem-Solving Skills (Pennsylvania Career Ready Skills Continuum) Demonstrate empathy and respectful choice. Evaluate consequences from a personal, and civic perspective to inform decision making. Situate self in any social context as a means to determine a response. Evaluate how societal conventions may influence the perspectives of individuals.

 

National Standards for High School Psychology Curricula (American Psychological Association)

 

  • 1.1. (Psychology Content: Identify Basic Concepts and Research Findings) Define and explain basic psychological concepts.
  • 1.2. (Psychology Content: Identify Basic Concepts and Research Findings) Interpret research findings related to psychological concepts.
  • 1.3. (Psychology Content: Identify Basic Concepts and Research Findings) Apply psychological principles to personal growth and other aspects of everyday life.

 

Appendix B: AI Assistance Declaration 

 

Gemini (Google) was used to review and suggest revisions for grammar, clarity, and conciseness in this unit plan. The content and ideas presented remain the original work of the author (unless otherwise cited in-text with attribution).

 

 

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