Although empirical studies have consistently indicated that students commonly struggle to learn and understand the concepts related to reflex actions, few teaching strategies have been developed that specifically address these learning difficulties. This article introduces simple teaching models that simulate the nervous pathways related to the human withdrawal reflex. We show how these models may be used to engage students in active learning about these nervous pathways. The proposed models and the activities are useful resources for enabling secondary school students to gain conceptual understanding of the withdrawal reflex.