Are they learning? How teachers can ensure that students with communication needs are able to demonstrate learning in science class.

Are they learning?

How teachers can ensure that students with communication needs are able to demonstrate learning in science class. 

Formative assessments are great. So great that sometimes we rely on them a little too heavily to demonstrate that a majority of the class understands concepts. I have found that it is easy to excuse a student’s inability to demonstrate learning on various factors rather than questioning if a student truly knows the content. If a student cannot demonstrate learning on a formative assessment, then teachers have the responsibility to provide the student with a formative assessment that can appropriately gauge understanding. 

I have found a few formats for both formative and summative assessments that allow students with communication difficulties to demonstrate learning. Feel free to comment below with any formats that you have found to be helpful! Just a note: Sometimes I create multiple versions of my assessments for specific students and other times I use an accessible version for the whole class. I like to change up the assessments to keep things fresh and to encourage inclusion. 

1. Illustrations- Pictures are staple in my classroom! If a student has trouble identifying the vocabulary terms, I will pair them with pictures. I will also create vocabulary flashcards so that students can learn to pair the vocabulary word with the picture and then with the definition. You can find examples of these flashcards here. This is a great way to bridge the gap between a concept and communication needs. 

2. Sorts- My students love sorts! Not only do they allow them to demonstrate learning in a visual way, but they also provide brain breaks while the students are cutting out the pieces and mounting them in their journals. For my highflyers, students can try to identify the categories on their own based on the cards that I give them. I have worked with completely nonverbal students who are able to demonstrate comparison concepts (types of energy, predator vs. prey, etc.) using sorts. These activities are empowering, and all of my students really enjoy them! Here is a science lesson that incorporates sorts. 

3. Matching- Anyone enjoys a good matching activity. Whether you are matching cards or drawing lines between vocabulary terms and pictures, students are able to demonstrate learning in a variety of ways with matches. Here is another science lesson that I was able to incorporate matching activities in. 

4. Identification Activities- These activities usually have a picture and a few choices to choose from. Students simply need to circle what is pictured! Sometimes I omit the choices and have students write their own response. Here is a science lesson that I included several identification activities in.

5. You explain, I’ll write (Higher Level Thinking)- If a student is verbal but has trouble writing their ideas, I will sit with them one-on-one and ask them about a photo or statement. I will record everything that they say, and we submit that as their work! This goes beyond simple identification but is still attainable. I will often have students copy my transcript and read it back to me so they can work on their writing skills in my science class. 

6. You demonstrate, I’ll watch (Higher Level Thinking)- If a student is not verbal or able to write out their thoughts, I will give them a simple task and I will document their actions. This works really well for practical concepts.

Not only are these great assessments, but these are great instructional practices as well. Students should be able to interact with the content in a meaningful way. This means that my assessments typically resemble my instructional activities. Not only is this fair for students, but it is also accessible for all students!