Ways to Demonstrate What You Have Learned

By Nancy Winans

*type of responses listed in regular typeface or italics may be used by all learners, but learning styles, talents, or learning challenges may determine which type of responses are best

*items that are especially appropriate for special needs learners are listed in italics

Written Response: hand written, typed or dictated (see also oral response)

Write a/an:

list

essay or research paper (explanatory, comparative, persuasive, critique, etc.)

book review or report

character study

letter to a fictional character, friend, or government official

poem or rhymes

skit or play

screenplay for a movie

documentary narration

personal journal entry

mock journal or diary entry from a fictional character or historical person

mock encyclopedia or dictionary entry

newspaper article or mock article

crossword, scrambled word, or word search puzzle

calendar page of events

short story

novel

list of vocabulary words and definitions

character study

outline

song or lyrics

musical composition

a piece in the same style as writing you read

instructional manual or ‘how to’

take or write out notes and then re-write or organize them

labels for items

secret code

mock encyclopedia entry

Do:

calculations or theorems

a logical analysis

Complete a/an:

dictionary or journal for any subject (such as dictionary of science terms or math journal with steps, calculations, or terms)

short answer worksheet or other type of worksheet

quiz or test

list or column chart of items, qualities, or features of the topic(s)

fill-in-the-blank worksheet

Use:

a template or graphic organizer (such as the 5 w’s chart or 5 senses chart) for ease of organization and/or to fill in
information or for math calculating

wipe off templates (put a printed template into a clear plastic sleeve to write on) enlarged (blown-up) worksheets

re-copied problems on a piece of graph paper with large sized squares

lined paper turned sideways as a grid for written math problems

photocopies of workbook pages and cut them into individual problems, then paste onto larger paper to allow for larger
handwriting and ability to focus on one problem at a time

a whiteboard with color markers so student can work on large area, highlight with different markers, erase easily, and focus
on one area at a time

the computer or assistive technology device to discuss, answer questions, write, or request info

a multi-choice test where items can be circled or ‘x’ed

computer program (such as Classroom Suite Intellitools) or online activity, course, or test, where student can type or select items or answers

ready-made outlines in a computer file that can be typed into

Graphic or Visual Response:

Create a/an

flannel board story

collage or photo collage (by hand or by photoshop)

cartoon or comic strip

calendar or mock calendar

yearbook

magazine (or page of one)

geographical map or map relating to aspects of story or report

bar charts or other charts (cluster, pictograph, line, plot, pie, etc.)

posters (mock movie posters, or other types)

drawings, paintings, prints, etc.

mock advertisements

photographic print

photo collection, album, or display

slideshow

film

documentary

mock TV show, interview or news report

website

storyboard

computer game

mural or scene

journal (for math or science) with illustrations for terms and steps for procedures

rebus or icon sequence

mind map or cluster diagram (many types) and fill in

sequence template

story pyramid

visual timeline or sequence of events

display board

notes w/ images, simple drawings, or venn diagram

visual journal or encylopedia

picture book or other graphics book

numberline w/ arrows, circles, or shading to illustrate concepts

powerpoint

Do or use:

google images, photo ‘bank’ or other photos to drag into vocab page, report, sequence or to a template

flashcard images

graphic organizer/template and fill out

visualization techniques (Visualizing/Verbalizing by Lindamood-Bel or other method to learn, remember and re-tell)

arrange images or photos to re-tell information, a story, concepts, or process

highlighter to underline key notes or concepts

match pics to labels, phrases or definitions, other images, or actions

icons or images on assistive technology device such as I-TAP

Oral or Auditory Response:

Do a/an:

rhyming activity

oral report or presentation

oral description

sequential re-telling

speech

debate

song or rap

reading or recitation

storytelling

show and tell

spoken word or poem

sound or music recording

sound or music montage

musical piece

presentation with historical or other recordings

chorale reading or reader’s theater

mock radio show

word play games or activity

guessing game

spelling bee

teach or demonstrate to someone else by talking, explaining, or giving info

interview or mock interview

oral exam or quiz

task by following oral directions

dictation to a person, recording device or onto the computer with voice recognition software or into ‘garage band’ or similar
program

sequential re-telling (with props or graphic)

Use:

listen and repeat

memorization tricks, rhymes, songs or mnemonics to learn a task and/or then re-call

skip-counting

acronyms to learn or re-tell what you learned

tones that correspond with words, pics or multiple choice answers

phrases, songs or stories that are mnemonic devices for math facts or other concepts or for social studies and science terms
(ex/ PEMDAS or ROY G BIV)

assistive technology device to ‘speak’ from sentences, pre-recorded phrases, or images to voice playback

Dramatic or Performance/ Response:

Do:

skit or play

puppet show or stick puppets

shadow play

radio show

improvisational game or show

re-enactment

mock event (disaster, awards show, trial, etc.)

readers’ theatre

one-act show

impersonation

comic routine

recitation

storytelling or oral history event

monologue

spoken word, rap

poetry reading

dance

choral reading

sing a song

sing with a choir

play a musical instrument or do rhythm piece

mime routine

instruct or direct others in doing any of the above

movement or experimental theater piece

group game or exercise

role-play

performance art event

opera or operetta

parade or pageantry event

light show or projected show

martial arts demonstration

3-Dimensional or Visual/Spatial Response:

Create a/an:

clay figure of characters or objects of study

mock artifact of paper, wood, plaster of paris, or other material (ex: ‘ancient’ map with burned edges, totem pole, etc.)

papier mache object (mask, structure, etc.)

sculputure of place, person, object or scene

diorama or scaled miniatures (ex/ train layout)

object or scene from a kit, lego, playmobil, zome, k’nex, or other building sets

costume or garment (of historical character from a book or other)

food (from scratch, a cookbook, fiction or non-fiction book or historical recipe)

card game, board game, or other type of game

mosaic or blockwork

pop-up book

assemblage piece

manufactured products – bench, ironwork, scarf, pottery, electronic equipment, instrument, etc.

arrangements – flower, nature, etc.

habitat, garden, or structure

display or collection

model of place, object, vehicle, animal (out of kit, odds’n’ends, gelatin, scraps, wood, etc.)

Do:

an activity that demonstrates academic (math, reading, science, etc.) skill (ex/ baking for fractions, building a birdhouse for
measurement, making a turbine for physics, etc.)

Movement or Kinesthetic Response:

Do or create a/an:

show someone what you learned by doing it

improvisational movement piece

dance of any type

choreography

sign language

dolls, toys or puppets to act out or re-tell

acting out or miming

charades

circus arts

improv games

group game, board game or card game

demonstrations: processes or ‘how to’ (cooking, gardening, etc.) / skill testing or demonstrations

teach someone else how to do what you learned

the actual thing you have learned about (build a shelter, collect honey, sail a boat)

parade or pageantry event

martial arts demonstration

kinetic sculpture

matching activities – put image or card next to other card, circle or draw line to correct answer or pair, or find two
manipulatives that go together

pointing to or hand to someone: images, words, or objects

touch the correct item, key or other device to indicate response

sequencing by placing images, phrases, or objects

using manipulatives or models to demonstrate

walking on a numberline or sequence – hopping to the answers (or use toy to hop on a numberboard or grid)

other (see dramatic or performance response list too)

Use:

sign language

gestures to act out

images, objects, symbols, or multiple choice questions and sort to correct pile, box, word, label, or definition to show
comprehension

use computer games, programs, (such as Classroom Suite) or online activities that allow the student to click on, type in, drag
the answer or information, or manipulate images or information

sand, shaving cream, or corn meal (or do on the back of hand or in the air) to trace letters, words, shapes, or images

images, objects, letter tiles or manipulatives to create sequences, words, math problems, stories, science concepts, or other
concepts

use labeled cards, images, sorted piles, objects, or assistive technology to demonstrate knowledge, sequence, re-tell, or to do an ‘oral report’

word tiles or index cards with words to build phrases or sentences