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I really like the idea of using Google Classroom as an e-portfolio. It would be a great way for pupils to track their progress and keep all of their work in one place. In my autism class, I could also use Google Slides to create visual supports and interactive activities that are engaging and accessible for my pupils.
Hi Helen, I really enjoyed reading your reflection. I think many teachers can relate to feeling like they are playing catch-up with technology, but it’s great that you embraced the opportunity to learn and develop your skills. It sounds like being involved in the Digital Assessments for Learning project gave you valuable experience.
Over the past number of years, digital technology has become an increasingly important part of my teaching. Like many teachers, I relied on online platforms during Covid-19, but since completing this course I have developed a much greater understanding of how Google Workspace can be used to support learning in meaningful ways. Rather than simply sharing resources, I now see Google Classroom, Slides, Forms and Meet as tools that can improve communication, increase independence and provide more opportunities for pupil engagement.
Reflecting on my own practice, I have always used visual supports and structured routines, but this course has shown me how Google Workspace can enhance these approaches. Google Classroom provides one central place where pupils and parents can access resources, while Google Forms allows me to gather pupil voice and monitor understanding. Google Meet also offers opportunities to collaborate with parents and other professionals when required, helping to strengthen communication and consistency of support.
Going forward, I plan to continue embedding Google Workspace into everyday teaching. It will support collaboration between teachers, SNAs and parents while providing pupils with familiar and accessible resources that they can revisit at school or at home. I also see Google Workspace as supporting a blended learning approach, ensuring continuity of learning if a pupil is absent and allowing families to reinforce classroom routines at home. Overall, this course has increased my confidence in using digital technology to create a more inclusive, engaging and supportive learning environment for all pupils.For this module, I created an interactive Google Slides story called “My School Day” for my primary autism class. The story uses photographs, visual symbols, simple language and audio to guide pupils through their daily routine. Interactive buttons allow pupils to move through the story independently while encouraging communication and participation. This type of resource is particularly beneficial for autistic pupils, as it provides predictability, reduces anxiety and supports understanding through visual learning.
<p data-start=”2300″ data-end=”2908″>https://docs.google.com/presentation/d/1IHquzY9ieugzNvF9Z03Z3hvdcOp8yo7r/edit?usp=sharing&ouid=103748778509597440565&rtpof=true&sd=true</p>Hi Helen
, I really enjoyed reading your reflection. I completely agree that assessment should be used to inform teaching rather than simply recording results and putting them away. Your point about pupils becoming active agents in their own learning really stood out to me. I
Reading Dylan Wiliam’s paper reinforced the importance of formative assessment as an ongoing process rather than something that happens only at the end of learning. In my classroom, assessment is most effective when it provides immediate feedback that helps me adapt my teaching and respond to each pupil’s needs. Using Google Forms allows me to gather this information quickly while encouraging pupils to reflect on their own learning and wellbeing.
In my autism class, assessment is continuous and is used to understand each pupil’s communication, engagement and readiness to learn. I already use observation, visual supports and regular check-ins to adapt my teaching throughout the day. Going forward, I would like to make Assessment for Learning more consistent by using Google Forms to gather pupil voice and encourage self-reflection. I also plan to use the information collected in Google Sheets to identify patterns over time and inform my planning. While Assessment of Learning remains important for monitoring progress, I feel that ongoing formative assessment provides more meaningful information to support the individual needs of my pupils.
I created a Google Forms assessment to support daily check-ins and formative assessment in my primary autism class. Many of my pupils have autism, communication differences and varying literacy levels, so I wanted to design an assessment that was accessible, meaningful and provided immediate information to guide my teaching.
The form begins with a visual “battery check-in”, where pupils indicate whether their battery is full, half full or low. Pupils then select how they are feeling using symbols and simple language before identifying what support may help them during the day, such as a movement break, sensory activity, quiet space or adult support. At the end of a lesson, pupils complete a simple self-assessment using emoji scales to show how they felt about the activity and whether they feel confident or need more help.
See here https://docs.google.com/forms/d/e/1FAIpQLSc4bbBUkWsjlt6nxRp0BI82tXwTJvhbe64psa2kctEWdd_Qqg/viewform?usp=publish-editor</p>Hi Aine, I really enjoyed reading your post. I liked how you combined history with digital tools to make learning engaging and inclusive. Using Alt Text and Voice Typing is a great way to ensure all pupils can participate, while your Google Forms exit ticket provides valuable feedback to support future planning and SSE. Thanks for sharing your ideas.
For this module, I chose a Google Slides activity on “Recognising Feelings” for my primary autism class. The activity begins with a daily battery check-in, where pupils identify how full their battery is using simple visuals (a scale of 1-10 ) before selecting an emotion that best describes how they are feeling. This helps pupils develop emotional awareness while giving them a safe and accessible way to communicate their needs
Many of my pupils have autism, communication differences and varying literacy levels, so reducing barriers to learning is essential. I used simple language, visual symbols, colour coding and photographs to support understanding.
Pupils were given different ways to respond, including dragging and dropping emotion symbols, selecting visual choices, using Voice Typing or sharing their responses verbally with an adult. Providing multiple ways to participate ensures every pupil can engage in a way that suits their individual strengths and communication style.
I also used a short Google Form with visual choices as an exit ticket to check pupils’ understanding and gather pupil voice. This allows me to identify who may need additional emotional support or further teaching.
is immediate and specific, using teacher comments and positive reinforcement linked to the learning intention. pupils are supported to identify one strategy that could help “recharge their battery”, encouraging self-regulation and independence.
This activity also supports School Self-Evaluation by providing valuable evidence of pupil engagement, participation and wellbeing. Information gathered through Google Forms and Google Classroom can help teachers reflect on the effectiveness of inclusive teaching practices, monitor pupil wellbeing over time and inform future planning. In our autism class, these digital tools help ensure every pupil has a voice and can participate in learning in a way that meets their individual needs.Hi John, I really enjoyed reading your post. I like how you organised the lesson so that pupils could work through each step in a logical order. In my autism class, having a clear sequence and consistent layout is really important, as many of my pupils rely on routine and visual supports to help them understand what comes next. I also liked your idea of adding more collaborative activities. Although this can sometimes need to be adapted in my setting, shared digital tasks can be a great way to encourage communication and engagement. Your point about using completed Google Classroom activities as evidence for SSE is a great one, as it provides meaningful information to support reflection and future planning. Thanks for sharing your ideas.
For this learning sequence, I designed a Google Classroom activity for my autism class focusing on using a Chromebook to develop digital independence and communication skills. Many of my pupils have autism, and some also have dyslexia, intellectual disabilities, or language and communication difficulties. The learning sequence included simple visual instructions, Google Docs with symbols and images, and short tasks that could be completed independently or with support.
One design choice I made was to use a consistent layout throughout every activity. Each task followed the same structure: a visual instruction, one clear task, and a tick box to show completion. This consistency reduces anxiety, supports predictability, and helps pupils know what to expect. It also allows pupils who need extra processing time to work at their own pace.
If I were to improve the learning sequence, I would include more video demonstrations and audio instructions to further support pupils with reading difficulties and emerging language skills. I would also incorporate additional opportunities for pupils to use assistive technology, such as speech-to-text.
Google Workspace also supports School Self-Evaluation (SSE) by making planning, collaboration, and reflection more effective. Google Classroom allows teachers to monitor pupil engagement, while Google Forms can gather feedback from staff, pupils, and parents. Google Drive enables shared planning and easy access to resources, helping ensure consistency across the school. In my setting, these tools could support our ongoing reflection on how digital technology improves engagement, communication, independence, and learning outcomes for pupils with additional needs.<p class=”p1″><span class=”s1″>As a teacher of an autism class in a primary school, I see digital technology as a way of removing barriers to learning rather than simply replacing traditional teaching methods. This course has encouraged me to think about how Google Workspace can support communication, independence and differentiation for pupils with diverse learning needs.</span></p>
<p class=”p1″><span class=”s1″>One of my main goals for the coming school year is to become more confident using Chromebooks(I’m a laptop/mac gal) . I have a pupil with autism and dyslexia who benefits greatly from technology but can become frustrated if tasks are not presented clearly or if I need time to figure out new features. By developing my own digital skills, I hope to stay one step ahead so that technology enhances his learning rather than becoming another obstacle.</span></p>
<p class=”p1″><span class=”s1″>The Google for Education resource I have chosen is Accessibility Tools in Google Workspace.</span></p>
<p class=”p1″><span class=”s1″>https://edu.google.com/intl/ALL_ie/for-educators/product-guides/accessibility/</span></p>
<p class=”p1″><span class=”s1″>I plan to use features such as Voice Typing, Read Aloud, text-to-speech and visual supports to reduce the reading and writing demands placed on him and others. Google Classroom will also allow me to assign different tasks to individual pupils while maintaining an inclusive classroom environment. I can provide short visual instructions, videos, symbols and differentiated activities suited to each learner’s needs.</span></p>
<p class=”p1″><span class=”s1″>This links closely with the School Self-Evaluation process as I can monitor pupil engagement, independence and progress, reflect on what works well, and adapt my teaching accordingly. Developing my own confidence with digital technology will not only benefit individual pupils but will also support inclusive practice across the school as I share ideas and strategies with colleagues.</span></p>