Blind Builder Teacher Guide Blind Builder Challenge
Lesson 1: Procedural Accuracy Sequence
Teacher Guide
Mission Logistics
Mission Overview
This simulation focuses on Working Memory Support . Students work in pairs (Architect and Builder). The Architect has a blueprint of a simple block structure; the Builder cannot see the blueprint. The Architect must communicate instructions using only one step at a time .
OBJECTIVES
Identify the difference between a single-step and a multi-step instruction.
Execute a task based on a single verbal command without visual aid.
Reflect on how "chunking" or "stacking" directions creates mental overload.
MEMORY SUPPORT STRATEGY
External Pacing: The teacher should use a "Freeze/Go" protocol during the first round to prevent Architects from rushing. This forces a pause, allowing the Builder's working memory to clear before the next input.
Standard Operating Procedure
1
The Hook (5 min)
Present the "Mission Briefing" slide. Tell students: "If you give your partner two steps at once, the structural integrity of the project fails. One step, one action, one result."
2
Setup (5 min)
Materials: 10 wooden blocks (various shapes) per pair, 1 Architect Blueprint sheet.
Partners sit back-to-back. The Builder has the blocks. The Architect has the Blueprint. The Builder must not look at the blueprint.
3
The Build (15 min)
Instruct Architects to give only ONE direction. The Builder says "Step Complete" when they are ready for the next one. Monitor for "Step Stacking" (e.g., "Put the blue one on the red one and then put the square on top").
Teacher Intervention Tip:
"I heard a 'then' or an 'and'. That's two steps! Pause and restart that command."
4
The Reveal & Debrief (10 min)
Builders turn around. How close is the build to the blueprint? Use the 'Mission Reflection' handout to discuss why single steps felt "slow" but produced "accurate" results.
Mission Success Checklist
Architect waits for "Step Complete" before speaking.
Builder asks for clarification on single terms (e.g., "Which blue?").
Architect avoids using connecting words (and, then, next).
Builder maintains focus without becoming overwhelmed.
Blind Builder Mission Log Mission Log: Architect
Procedural Accuracy Simulation 01
Name:
Date:
Classified Information
DO NOT show this page to your partner. Your job is to translate this visual plan into single-step verbal directions .
The Blueprint
Large Base
Square
Triangle
Visual Representation: 1 Large Rectangular Block, 1 Medium Square Block, 1 Triangular Prism.
Communication Log
Check off each step as you give it. Use no more than 5 words per step.
Architect Restriction List
DO NOT use the word "and"
DO NOT use the word "then"
DO NOT use the word "next"
Wait for "Step Complete" before speaking
Mission Log: Builder
Procedural Accuracy Simulation 01
Name:
Post-Mission Debrief
1. Accuracy Check: After looking at the blueprint, how close was your structure? (0% - 100%)
2. Focus Factor: Which step was the hardest to follow? Why?
3. Memory Check: Did your Architect ever give you more than one thing to do at once? If so, what happened to your focus?
The "Step-Stacking" Effect
In your own words, explain why getting directions "one-by-one" is easier for your brain than getting a long list.
Blind Builder Slides Mission Control
Blind Builder
Challenge
Simulation 01
The Problem
Your partner cannot see the blueprint. If you give them two steps at once, the building might collapse.
"Accuracy depends on precision. Precision depends on isolation."
The Rules
1
Give ONLY ONE instruction at a time.
2
Wait for the "Step Complete" signal before moving on.
3
NO pointing. NO touching blocks. Words only.
Forbidden Words
AND THEN NEXT
Identify Your Role
The Architect
You hold the blueprint. You speak clearly and wait for confirmation.
The Builder
You hold the blocks. You listen closely and say "Step Complete" when done.
Mission Active
Construction is now in progress...
Recording Comms
Mission Debrief
How did it feel to only get one instruction at a time?
Architects: Why was it hard NOT to use the word "then"?
Builders: Did you ever feel your memory "full"? When?
Human Robot Teacher Guide Coding the Human Robot
Lesson 2: Procedural Accuracy Sequence
Teacher Guide
System Administrator
Logic & Precision
In this simulation, students learn that language is "compiled" into action. A "Human Robot" (a student or teacher) follows commands literally. If a programmer says "Walk to the door," the robot will walk through a chair to get there. Students must break movement down into singular, repeatable units.
SYNTAX RULES
Step Forward (Exactly 1 foot)Turn Left 90 (Pivot on heel)Turn Right 90 (Pivot on heel)Extend Arm (Straight out)
"LOGIC ERRORS" (Working Memory)
A Logic Error occurs when a student gives two commands in one sentence (e.g., "Step forward and turn left"). In this simulation, the Robot will shut down or freeze when it detects a "stacking error," forcing the student to re-process the instruction into single steps.
Simulation Protocol
1
The Robot Demo (5 min)
Act as the Robot. Ask a student to get you to the chalkboard. If they say "Go to the board," walk into a desk. Explain: "I don't know how to 'Go'. I only know 'Step'."
2
The Maze Setup (10 min)
Use masking tape or desks to create a simple maze. Mark a "Start" and a "Finish" line. The goal is to get the Robot from start to finish with the fewest possible errors .
3
Programmer Input (20 min)
Students work in groups of 3: Programmer, Robot, and Quality Control (QC). QC marks down a tally every time the Programmer "stacks" directions. The Programmer writes the commands on the Command Log before speaking them.
Memory Support Strategies
Visual Anchors
Post the 4 main commands (Step, Turn, Extend, Grab) on the wall. This reduces the cognitive load of having to remember what "words" are allowed.
Processing Delay
The Robot should count to 3 internally before following a command. This gives the Programmer time to realize if they made an error and "cancel" the command.
Robot Command Log Robot_Command_Interface.v1
Programmer:
Robot ID:
Available Syntax
STEP_FORWARD TURN_LEFT_90 TURN_RIGHT_90 REACH_HAND
Input Command Sequence
WARNING: STACKING STEPS = RUNTIME ERROR
01
02
03
04
05
06
07
08
Logic Error Tally
Mark a / for every multi-step command.
Post-Run Reflection
What was your most frequent error?
Coding Robot Slides SYSTEM_UPDATE: 2.0
Human Robot
Programming
PRECISION_OVER_SPEED
Robot Logic
Robots don't think like humans. They follow literal syntax.
Human says:
"Go sit in that chair."
Robot hears:
ERROR: UNKNOWN COMMAND "GO"
Logic Error: Step Stacking
INVALID CODE
"Step forward AND turn left."
RESULT: Memory Overflow. Robot freezes.
VALID CODE
1. "Step forward."
2. "Turn left."
RESULT: Command processed successfully.
Authorized Commands
01
Step_Forward
02
Turn_Left_90
03
Turn_Right_90
04
Extend_Arm
"Combine two and the robot stops. Period."
Mission: The Maze
Get your Robot from the START to the FINISH line. If you say "and," "then," or "next," you must restart from the beginning.
BOOTING SYSTEM...
Assembly Line Teacher Guide Assembly Line Simulation
Lesson 3: Procedural Accuracy Sequence
Teacher Guide
Floor Supervisor
Process Flow & Interdependence
In this simulation, the classroom becomes a high-stakes factory. Students are positioned in a physical "line." Each student is responsible for exactly one single-step action . The lesson demonstrates that if one person loses focus on their single step, the entire downstream product is flawed.
The Product: The Aero-Log
STATION 1
Fold Paper Vertically
STATION 2
Fold Top Corners In
STATION 3
Place One Sticker on Center
STATION 4
Fold Wing Down (Left)
STATION 5
Fold Wing Down (Right)
*Distribute "Role Cards" so each student knows exactly which station they represent.*
Floor Protocols
1
The Factory Hook (5 min)
"We are running a precision facility. If you zone out for one second, the whole line stops. One person, one job, one perfect result."
2
Slow-Motion Run (10 min)
Pass the first "product" (sheet of paper) through the line. You, as the supervisor, call out "NEXT STATION." Students execute their single task and pass it on. This builds the muscle memory for the single step.
3
Production Mode (15 min)
Start feeding paper every 10 seconds. Students must focus only on their specific instruction. Introduce Distractions: Play loud industrial sounds or ask random questions. Students must filter the "noise" and focus on their single step.
Memory & Focus Support
Visual Cue Cards
Each student should have their "Role Card" taped to their desk. This acts as an external hard drive for their working memory—they don't have to remember the step, only check the card.
Rhythm & Pacing
For students with severe working memory deficits, use a metronome or a steady drum beat. The physical rhythm helps "anchor" the single step in time.
Factory Role Cards STATION 01
Folder A
Task Objective:
Take the sheet. Fold it exactly in half, long-way (Hot Dog style). Pass to Station 02.
STATION 02
Folder B
Task Objective:
Take the folded sheet. Fold both top corners down to meet the center crease. Pass to Station 03.
STATION 03
Labeler
Task Objective:
Place ONE sticker (or draw a small circle) exactly in the center of the fold. Pass to Station 04.
STATION 04
Wing Folder L
Task Objective:
Fold the LEFT side of the paper down to create a wing. Pass to Station 05.
STATION 05
Wing Folder R
Task Objective:
Fold the RIGHT side of the paper down to create a wing. Pass to Station 06.
QUALITY CONTROL
Inspector
Task Objective:
Check the product. If a step was missed, put it in the "SCRAP" pile. If perfect, put in "SHIPPING."
Assembly Line Slides CAUTION: HIGH PRECISION ZONE • CAUTION: HIGH PRECISION ZONE • CAUTION: HIGH PRECISION ZONE
CAUTION: HIGH PRECISION ZONE • CAUTION: HIGH PRECISION ZONE • CAUTION: HIGH PRECISION ZONE
Assembly Line
Simulation 03
The Objective
Zero Defects
Every product must look exactly like the blueprint. No exceptions.
Sync Flow
The line only moves as fast as the single slowest step. Stay focused.
One Job. One Step.
"You are not making a paper plane. You are folding the left corner. That is your only mission. Do not worry about the next person. Do not worry about the previous person. Own your step."
1
Listen
2
Execute
3
Pass
The Sabotage Effect
If Station 2 skips a step or combines steps...
...Station 3 cannot do their job. Station 4 receives a broken product. The factory fails.
Focus Challenge
I will try to distract you. I will play music. I will ask questions. Stay in your zone.
LINE ACTIVE
Input Sequence Initiated
Origami Master Teacher Guide Origami by the Numbers
Lesson 4: Mastery Through Patience
Teacher Guide
Origami Master
Pacing & Completion
This workshop focuses on patience and full completion of a single step before moving to the next. In many students with working memory issues, there is a tendency to rush ahead or guess the next step, leading to errors. This lesson uses the "Master Checkpoint" protocol to enforce singular focus.
PROTOCOL RULES
1. Hands Off: Students must keep hands off the paper while the teacher gives the single instruction.
2. Single Fold: Only execute the fold described. No "prep folding."
3. The Hold: After folding, students hold their paper up. The teacher doesn't move to Step B until 100% of papers are visible.
VISUAL ANCHORS
Use the Slide Deck for this lesson. Each slide contains only ONE visual fold. Never show the "Final Result" during the process, as it encourages students to skip ahead.
Workshop Steps (Condensed)
Step 1: Start with a square. Fold in half diagonally to make a triangle. [CHECKPOINT]
Step 2: Fold in half again to make a smaller triangle. [CHECKPOINT]
Step 3: Unfold the last fold. [CHECKPOINT]
Step 4: Fold the bottom corners up toward the top point. [CHECKPOINT]
Step 5: Fold the outer edges toward the center crease. [CHECKPOINT]
Step 6: Fold the bottom "legs" outward slightly. [CHECKPOINT]
Mastering Fatigue
The "Wait" Burden
Wait time can be hard for students with ADHD/Executive Function needs. During checkpoints, have students "tap out" a 4-count rhythm on their desk to keep their motor centers engaged without touching the paper.
Mistake Management
If a student misses a step, they shouldn't try to "catch up" while you are speaking. Have them place a hand on their head—this is the silent signal for "I need a redo." Wait for a natural break to assist.
Origami Workshop Slides Mastery Workshop
Origami by the Numbers
Single-Step Protocol Active
The Master Checkpoint
1
Hands Off
Do not touch your paper while I am speaking.
2
One Fold
Only make the fold you see on the screen. Do not rush ahead.
3
The Hold
Hold your work up when you are finished.
Step 01
The Diagonal
Checkpoint
Start with a square
Fold your paper in half diagonally to make a large triangle.
Step 02
The Symmetry
Checkpoint
Fold the triangle in half sideways. Then, unfold it. You should have a center crease.
Step 03
The Petals
Checkpoint
Fold the bottom corners up so they meet at the top point.
Final Check
If you followed every single step, your frog should now be ready to JUMP when you press the back.
MISSION SUCCESS
Peer Instruction Teacher Guide Peer Instruction Feedback Loop
Lesson 5: The Final Revision
Teacher Guide
Chief of Operations
The Feedback Loop
In this final lesson, students move from following directions to crafting them. This requires them to internalize the single-step rule and anticipate the working memory needs of others. They will write instructions for a simple task, test it on a "User," and revise based on where the user "crashed."
THE HOOK: THE SANDWICH MESS
Begin by attempting to make a "PB&J Sandwich" based on a student's verbal directions. Follow them literally. If they say "Put peanut butter on the bread," put the entire jar on the bread. This visually demonstrates the need for precise, singular units of action.
Simulation Protocol
1
Task Drafting (15 min)
Students choose a simple task (e.g., Drawing a smiley face, tying a shoe, or opening a book). They must write exactly 5-8 single-step instructions. Restriction: No more than 10 words per step.
2
User Testing (15 min)
Pairs swap. One is the "Instruction Set," the other is the "User." The User follows the steps exactly. The Author observes. Important: The Author cannot speak or help the User. They can only watch the "runtime errors."
3
Refinement (10 min)
Authors rewrite their steps. If a User was confused at Step 3, why? Was it too many words? Was it two steps in one? This is where the learning "clicks."
Success Rubric
3 - MASTER
Every step is a single action. No connecting words (and/then). User completed task perfectly.
2 - APPRENTICE
1-2 steps were "stacked" (multi-action). User required 1 clarification.
1 - NOVICE
Multiple "stacked" steps. User was unable to complete task without help.
Instruction Lab Sheet Instruction Lab
Procedural Accuracy Simulation 05
Author:
Date:
Target Task:
Examples: Drawing a cat, tying a knot, folding a plane.
Version 1.0 (Draft)
Write 5 single steps. No "and," "then," or "next."
01
02
03
04
05
User Test Log
User's Name:
Errors Detected:
Stacked Instructions
Vague Language
Memory Overflow (Too long)
User Feedback:
Version 2.0 (Refined)
Fix the errors from v1. Make your steps even shorter and more precise.
01
02
03
04
05
06
Feedback Loop Slides Final Simulation
Instruction Lab
Feedback Loop
Version 2.0 Deployment
The Sandwich Test
What happens when your instructions are vague or stacked?
"Author says:"
"Put peanut butter on the bread."
"Robot User does:"
Puts the entire jar of peanut butter on top of the loaf of bread.
Drafting v1.0
The Challenge
Pick a task. Write exactly 5 steps. Each step must be a single action.
Restriction List:
No "And" / "Then"
No "Next"
Max 10 words per step
IDEAS:
Draw a House
Make a Paper Plane
Open a Soda Can
Tie a Knot
User Testing Protocol
The Author
Watch the User closely.
SILENCE. No helping.
Mark every "Crash" on your log.
The User
Follow instructions LITERALLY.
Stop if a step has two actions.
Give honest feedback at the end.
The Patch Update
Look at your User Test Log. Where did they fail?
v1.0
Initial Build
v2.0
Optimized Build
Mission Complete
Why is precision important when giving or following single steps?
"One step well-executed is better than ten steps rushed."
