What Is the A Class Divided Worksheet
The A Class Divided worksheet is a structured reflection and activity tool designed to accompany the renowned 1968 classroom experiment by teacher Jane Elliott, in which students were divided by eye color to experience discrimination. The worksheet guides participants through observations, feelings, and questions that connect the exercise to real-world prejudice and systemic bias. It is commonly used in educational, corporate, and community diversity training to make implicit bias visible and prompt meaningful dialogue about inclusion and empathy.
Purpose and Learning Objectives
The primary purpose of the A Class Divided worksheet is to translate the emotional and cognitive impact of the Blue Eyes/Brown Eyes experiment into concrete learning outcomes. It helps participants recognize how easily arbitrary distinctions can shape treatment, build understanding of systemic advantage and disadvantage, and reflect on their own behavior and attitudes. Objectives typically include identifying moments of bias, analyzing the effects of labeling, and committing to actionable changes in personal and professional practice.
Key Learning Goals
- Understand the mechanics of social categorization and its effects on behavior.
- Recognize emotional and performance changes when treated differently.
- Connect the exercise to real-world patterns of discrimination.
- Develop language and strategies to interrupt bias.
Structure and Sections of the Worksheet
Most A Class Divided worksheets follow a consistent sequence that mirrors the experience of the original lesson. Sections typically move from observation to reflection to application. Facilitators often project or print the worksheet so participants can complete it in real time or revisit it later. The structure is intentionally linear to reinforce the cause-and-effect relationship between the treatment and participants’ responses.
Typical Worksheet Sections
- Pre-activity prompts that surface prior assumptions.
- Real-time notes during the eye-color exercise (who was favored, language used, tasks assigned).
- Short reflections immediately after the reversal and at the end of the day.
- Analysis questions linking the exercise to institutions and systems.
- Action plans for inclusive behavior and next steps.
Facilitation Tips and Best Practices
Effective use of the A Class Divided worksheet depends on thoughtful facilitation. Prepare participants by setting psychological safety guidelines, clarifying that the activity is about learning, not labeling individuals. During the exercise, record observable behaviors and verbatim comments to support later discussion. Afterward, allow time for both small-group and whole-group debrief, emphasizing personal impact rather than defensiveness. Provide a glossary of terms such as bias, stereotype, and systemic advantage to keep language precise.
Facilitation Checklist
- Review confidentiality and opt-out options.
- Set a clear time limit for each phase.
- Assign note-takers or use an observer to capture behaviors.
- Prepare probing questions for deeper discussion.
- Plan a follow-up session or journal assignment.
Guided Reflection and Discussion Prompts
High-quality discussion stems from well-crafted prompts that invite perspective-taking and evidence-based reasoning. Encourage participants to cite specific moments from the exercise and to notice patterns. Prompts should be open-ended, non-judgmental, and linked to broader social contexts. Aim for balanced participation and intervene if comments minimize the lived experience of those disadvantaged in the exercise.
Sample Prompts
- When your eye color determined your status, how did your performance change?
- What assumptions did you make about the other group, and where did those come from?
- How did the rules of the exercise mirror rules or norms in workplaces or schools?
- What can we do in our daily interactions to reduce similar bias?
Applying Insights to Real-World Contexts
The long-term value of the A Class Divided worksheet lies in transferring insights from the exercise to everyday decision-making. Encourage participants to examine hiring practices, classroom dynamics, service interactions, and policy outcomes through the lens of advantage and exclusion. Worksheets can include a follow-up section where individuals or teams identify one concrete change they will make in the coming week. Tracking these commitments over time reinforces accountability and measurable progress.
From Reflection to Action: Planning Steps
| Observation | Insight | Concrete Action | Timeline and Metric |
|---|---|---|---|
| Blue-eyed participants were given preferential tasks. | Visibility and delegation affect confidence and opportunity. | Rotate high-visibility tasks fairly in team meetings. | Two-week review: track task assignment diversity. |
| Negative comments were made about the ‘inferior’ group. | Casual language normalizes exclusion. | Introduce inclusive language norms and call out bias. | Check-in at next session: note incidents reduced by X%. |
Limitations, Ethical Considerations, and Common Missteps
The A Class Divided worksheet is a powerful educational tool but has limitations. It simulates only certain types of bias and does not capture the complexity of race, class, gender, and other intersecting identities. Facilitators must avoid turning the activity into a competition or allowing participants to center their own discomfort. Ensure psychological safety, provide access to support resources if needed, and acknowledge the historical and systemic weight behind discrimination. The worksheet should complement, not replace, ongoing diversity work and institutional policy review.
Summary and Ongoing Use
The A Class Divided worksheet remains a durable resource for making bias visible and actionable. When used with clear objectives, strong facilitation, and structured reflection, it supports lasting shifts in awareness and behavior. Integrating follow-up activities, repeated measures, and organizational commitment strengthens impact over time. The worksheet is best viewed as one component of a comprehensive approach to equity, learning, and continuous improvement rather than a standalone event.
References and Further Reading
- Elliott, Jane. (1970). The Blue Eyes/Brown Eyes Exercise: A Documentation. Facilitator’s guide and participant materials.
- National Education Association. (n.d.). Diversity education resources and lesson plans.
- Stanford Center for Comparative Studies in Race and Ethnicity. (n.d.). Training modules on bias and systemic advantage.
Related Topics
- Implicit association and bias recognition
- Equity-focused lesson planning and instructional design
- Creating psychologically safe learning environments
- Tracking inclusion metrics and progress over time