Reflection Worksheet

Name: ____________________________ Date: ____________________

1. What is one new thing you learned today about how our brains can be different?

2. Why is this brain difference (choose ADHD, autism, or dyslexia) a strength in our class community?

3. Describe a time you saw someone use their brain difference as a strength or share one of the strengths we discussed today.

4. What is one action you will take to support or include a classmate whose brain works differently? How will this make you and your classmate feel?

5. Draw a picture of you and a friend showing kindness, respect, and support.

Brain Fact Cards

Use these cards in small groups to explore how different brains work. Each card has a fact about ADHD, autism, or dyslexia and highlights a related strength.

ADHD Cards

1. High Energy & Creativity
Fact: Many students with ADHD have lots of energy and can think of creative, out-of-the-box ideas.
Strength: They bring enthusiasm to class projects and spark new ways of solving problems.

2. Quick Thinking
Fact: Students with ADHD often process information quickly and can make fast connections between ideas.
Strength: They help the group move forward when you get stuck and generate rapid brainstorming.

3. Hyperfocus
Fact: Sometimes, kids with ADHD can focus intensely on things they love or find interesting.
Strength: They can dive deep into a topic and become experts, helping others learn more.

4. Risk-Taking & Boldness
Fact: Students with ADHD often enjoy trying new activities and taking healthy risks.
Strength: They encourage classmates to step outside their comfort zones and try new experiences.

Autism Cards

5. Attention to Detail
Fact: Many students with autism notice small details that others might miss.
Strength: They help the group catch tiny errors and ensure work is thorough.

6. Strong Memory
Fact: Some children with autism remember facts, dates, and sequences very well.
Strength: They can recall important information that helps with class discussions and projects.

7. Pattern Recognition
Fact: Students with autism often see patterns and connections in data or events.
Strength: They can help the class understand complex relationships and predict outcomes.

8. Honest & Direct Communication
Fact: Kids with autism usually speak very honestly and directly.
Strength: They help the group by providing clear feedback and letting everyone know exactly what they think.

Dyslexia Cards

9. Strong Problem-Solving
Fact: Students with dyslexia often develop creative strategies to work around reading and writing challenges.
Strength: They offer clever solutions and new ways to tackle class assignments.

10. Big-Picture Thinking
Fact: Many children with dyslexia focus on overall concepts rather than getting stuck on small details.
Strength: They help the group stay focused on the main goal and overall understanding.

11. Oral Communication Skills
Fact: Students with dyslexia often develop strong speaking and listening skills to share ideas.
Strength: They bring great discussion skills and keep group conversations lively.

12. Visual & Hands-On Learning
Fact: Kids with dyslexia often learn best through pictures, diagrams, and hands-on activities.
Strength: They inspire the class to use creative visuals and interactive methods for projects.

Instructions for Use:

1. Shuffle the cards and deal one to each group.
2. Read the fact aloud.
3. Discuss: What new strength did you learn? How could we use this strength in our class?
4. Share your group’s idea with the whole class.

Peer Interaction Scenarios

Use these scenario cards in pairs to role-play how you would support a friend whose brain works differently.
Instructions:

1. Read your scenario aloud.
2. Plan together: What could you say or do to help your peer feel supported?
3. Act out the situation and your supportive response.
4. After role-playing, discuss: How did it feel to give support? How did it feel to receive it?

Scenario 1: Reading Instructions

Jamal, who has dyslexia, is finding the written steps for a science experiment confusing. He keeps re-reading the instructions but looks frustrated.

What can you do to help him understand the instructions and feel confident?

Scenario 2: Fidgeting During Lesson

Sara, who has ADHD, is tapping her pencil and shifting in her seat during math. She wants to focus but can’t sit still.

How could you help Sara stay on task and comfortable without making her feel singled out?

Scenario 3: Quiet During Group Discussion

Alex, who has autism, isn’t sure when it’s his turn to speak and remains very quiet while others share ideas.

What can you do to encourage Alex to share his thoughts and feel included?

Scenario 4: Overwhelmed in Circle Time

During circle time, Leo, who has autism, covers his ears because the chatter feels too loud and overwhelming.

What supportive action can you take to help Leo feel calm and safe?

Scenario 5: Struggling with Spelling

Maria, who has dyslexia, is writing a creative story but is upset when she can’t spell some words correctly.

How could you support Maria to keep writing and feel proud of her ideas?

Scenario 6: Daydreaming in Class

Ethan, who has ADHD, is staring out the window during social studies. He wants to join the discussion but seems distracted.

What friendly support can you offer to help Ethan re-engage in the lesson?

Neurodiversity Poster Pack

Print and display these colorful posters around your classroom to introduce and reinforce key neurodiversity terms and strengths. Each poster includes a clear definition, examples of strengths, and a friendly illustration suggestion.

What Is Neurodiversity?

• Definition: Neurodiversity means that everyone’s brain works in different, natural ways.
• Key Message: Our varied ways of thinking and learning make our classroom community stronger and more creative.

Suggested Visuals:

• A mosaic of diverse brain shapes in bright colors
• Smiling students connected around a central brain icon

Hang this near your class rules or welcome area to set an inclusive tone.

ADHD

• Definition: ADHD is a brain difference that can make focusing or sitting still tricky but also brings creativity and energy.
• Strengths to Celebrate:

• High energy and creative problem-solving
• Quick thinking and enthusiasm during group brainstorming
• Ability to hyperfocus on topics of interest

Suggested Visuals:

• A child sketching an imaginative idea lightning bolt
• Energized squiggly lines or bursts of color around a playful figure

Autism

• Definition: Autism is a brain difference that may make understanding social cues challenging but also brings strong attention to detail and honest communication.
• Strengths to Celebrate:

• Keen attention to detail and accuracy
• Excellent pattern recognition and memory
• Honest, direct feedback that keeps teamwork clear

Suggested Visuals:

• Puzzle-piece patterns forming a brain shape
• A magnifying glass highlighting tiny details

Dyslexia

• Definition: Dyslexia is a brain difference that makes reading and writing harder but also brings powerful problem-solving and big-picture thinking.
• Strengths to Celebrate:

• Creative problem-solving strategies
• Strong oral communication and storytelling
• Preference for visual and hands-on learning, inspiring engaging activities

Suggested Visuals:

• Speech bubbles filled with colorful illustrations
• A child building a project with blocks and diagrams

Celebrate Our Differences

• Reminder: Every brain is unique—no single way of thinking is “right.”
• Class Pledge: “I honor my friends’ different brains. Together, we learn, create, and grow stronger.”

Suggested Visuals:

• A diverse group holding hands around a rainbow brain
• A banner reading “Brains In Harmony” with student faces smiling below

Hang these posters where students can see them daily—near the meeting area, above the whiteboard, or beside the class goal chart. They’ll serve as continual reminders that neurodiversity is our classroom superpower!

Reflection Rubric

Use this rubric to evaluate students’ completed Reflection Worksheet after the "Brains In Harmony" lesson. Each criterion is scored on a scale of 1–4. Total possible points: 20.