Middle School Sample Program

  1. Prepare each student space by laying out a Mirror Box, the Color Activity, the Star sheet and a pencil. Ideally, each student would have his/her own desk. However, the program does work in a gymnasium with each group assigned to separate section of bleachers.

  2. As the students arrive, have the teacher assign them to a group. (It can be useful to have a piece of paper with “Group 1” etc. displayed at each group location.) After students arrive, introduce self and explain the purpose of the presenting organization. Talk about this being a time of transition for the students. For example, “We decided to speak with eighth graders because you’re in a time of transition to high school and, then, to college. It’s now becoming more important to discover your individual strengths and to discover and respect the abilities of others.” Ask students to share their strengths and weaknesses. (This age group will usually share easily. If not, start with your own examples.) Discuss how upcoming exposure to a wider group of people will require more recognition and acceptance on their part.

  3. Ask for volunteers for the Color Activity. Ask “How did it make you feel?” “Are the students who were able to easily complete this activity ‘smarter’ than those who struggled?” This activity highlights how the brain processes “new” information as well as how it can separate “new” and “old” visual information.

  4. Introduce “Mystery” Drawing (Actually called the Skull/Woman in the Mirror Activity but name gives away the purpose of the activity.) Ask “Can we ever know the world as it ‘really is’ or does everyone perceive things differently? Can two people look at the same drawing and see two different things?” Ask for two volunteers. Have one stand next to you and one stand a few feet away. Show them both the drawing from where you stand and ask them what they see. Have them switch places and ask again. Show audience how both drawings may be seen depending on how close you are to the drawing. Ask “Which is the ‘real’ drawing?” Discuss how you can make certain assumptions seeing a situation/group/person at a distance and how these assumptions may change once you “get up close.” Ask students to share personal experiences.

  5. Large Poster Discussion – (Posters should display well-known celebrities with challenges, e.g., Tom Cruise/dyslexia, Michael Phelps/ADHD; see Famous People with Disabilities.) Discuss: “If you have certain challenges are you less likely to be ‘successful’?” Discuss link between dyslexia and creativity and ADHD and energy/drive. Talk about spectrum of autism and how some CEOs have autistic tendencies. Remind students that if they focus on their abilities then others will, too.

  6. Introduce the Memory Activities. (Use the back of Star sheet activity and pencil.)

    1. Tell students you are going to give them some terms that you want them to remember. Say “Red truck, brown horse, green apple, tall building.”

    2. Hold up the Objects poster (large poster with a dozen or so recognizable objects from magazines) for short period of time. Take away the poster and have students write down what they remember.

    3. Give students an Oral List of objects/places/things. We use about 12 terms that are currently familiar with the students (e.g., Facebook, Twitter). Say words, repeat, and have students write down the terms they remember.

    4. Have students write down the terms you gave them first (e.g., red truck)

    5. Review “correct” answers and discuss differences in memory (e.g., long-term vs. short-term, visual vs. auditory). Ask how this impacts their lives. Ask “How should someone who struggled with the Objects poster but did well with the Oral list study for a test?” Discuss.

  7. Mirror Box Activity – Demonstrate how to set up a Mirror Box. (Place Mirror Box on top of the Star sheet with the top of the Mirror Box closest to the user rather than closest to the mirror.) Have student draw another star in between the two stars on the sheet while looking only in the mirror. (The activity may be timed.) Pass out second mirror box activity sheet. Again, have students complete while looking only in the mirror. (This activity can be self-paced and done with either the dominant or non-dominant hand.) This activity simulates visual perception problems such as dyslexia and visual-motor processing issues. Have students share the results and discuss their frustrations. Ask students to imagine if all activities were this challenging, how would they feel? Have students close up and rubberband the mirror boxes.

  8. Pass out the “Circle Like Objects” exercise. This is an exercise of processing speed. Ask “What is success? The speed? The completion? The accuracy? The effort?”

Thank students and ask them to leave pencils, Color Activity, and Mirror Box on desk.