Show Your Preference

Overview

Students practise indicating a preference using their preferred communication modality: gesture, facial expression, movement, signed language, spoken language, voice-output device, image or symbol. Through motivating classroom choices, students learn that their communication is meaningful and can be used to request, reject or select an item or activity.

Learning intentions

Students will:

• communicate a preference using their preferred modality
• make a choice between two motivating items or activities
• repeat or clarify their communication when a partner needs help understanding
• respect and respond to the preferences communicated by others

Success criteria

• I can show or tell someone what I prefer.
• I can choose between two items or activities.
• I can use my communication system, gesture, image, sound, sign or words.
• I can wait, listen and respond when someone else makes a choice.

Curriculum links

• Students use gestures, facial expressions, movements, signed language, spoken language, voice-output devices and/or images to communicate preferences.
• Students repeat actions to obtain a preferred response and make requests for motivating items.
• Students use interaction skills, listen actively and respond appropriately to others.
• Students apply familiar vocabulary to suit the topic, including words for objects, activities and feelings.

Lesson structure (60 minutes)

1. 0–7 min · Welcome and hook. Teacher opens with the choice-making introduction slides and presents two appealing classroom options, such as drawing or building, without assuming that spoken words are required. Students observe the choices and indicate which they prefer using any reliable modality; the teacher models accepting every clear communication attempt.

2. 7–15 min · Explicit teaching: communication has meaning. Teacher explains that people communicate in different ways and demonstrates the same preference using speech, pointing, an image, a sign, a facial expression, a movement and a voice-output device where available. Students copy or explore a suitable way to communicate “yes”, “no”, “I want this” or “more”, while the teacher checks that imitation is optional and does not replace each student’s established communication method.

3. 15–25 min · Supported choice practice. Teacher displays two objects or activity images from the modelling and choice slides and offers a clear choice, allowing extra processing time and presenting the student’s preferred communication supports. Students make a choice, request an item or reject an option; the teacher responds immediately by giving the selected item or acknowledging “no” and records the modality used.

4. 25–40 min · Partner choice stations. Teacher places students in pairs and explains the routine: show two options, ask “Which do you prefer?”, wait, acknowledge the response and provide the chosen option. Students rotate through two or three brief choices, such as selecting a colour, choosing a drawing tool or choosing a movement, using objects, photos, symbols, signs, speech, gestures or devices. Partners practise respectful responses such as “You chose blue”, “Okay” and “Would you like more?”

5. 40–50 min · Record and communicate. Teacher distributes the preference communication worksheet and supports each student to record one choice by drawing, circling, sticking a symbol, selecting a photo, writing words or using an adult scribe. Students complete the sentence or communication frame “I prefer ___ because ___” where appropriate; a reason may be spoken, signed, selected from images, acted out or recorded by the teacher.

6. 50–57 min · Share and respond. Teacher invites willing students to share their preference using their chosen modality and uses the sharing and response slides to display response prompts. Students share, listen to a peer and respond with a word, sign, gesture, symbol or device, such as “I agree”, “I prefer the other one” or “Tell me more”.

7. 57–60 min · Exit check. Teacher offers a final two-option choice and asks each student to communicate a preference independently or with their usual support. Students indicate their choice; the teacher confirms the message and briefly celebrates the communication strategy used.

Resources

• the choice-making introduction slides
• the preference communication worksheet
• Two motivating objects or activity materials for each choice
• Photos, object symbols or choice boards
• Students’ usual communication books, AAC devices or voice-output devices
• Drawing and writing materials
• Optional switch, tablet or classroom recording device
• Teacher observation checklist

Assessment

• During supported and partner practice, record whether each student communicates a choice, the modality used, the level of prompting and whether the student repeats or clarifies a message.
• Check that students are offered adequate wait time and that adults respond consistently to speech, signs, gestures, facial expressions, movements, symbols and device output.
• Use the final choice as an exit check: note whether each student indicates a preference and whether the communication partner correctly interprets and honours it.

Differentiation

• Support students by presenting only two highly motivating options, using real objects before images, reducing language to “This or this?”, modelling the student’s established modality and allowing 10–15 seconds of wait time.
• Accept all purposeful communication attempts, including eye gaze, body movement, facial expression, vocalisation, reaching, pointing, signs, symbols and device use. Confirm meaning rather than requiring speech or eye contact.
• For students who use AAC, ensure the device or communication book is available, charged and programmed with relevant words or symbols such as “want”, “not”, “more”, “finished” and the activity choices.
• Extend confident communicators by asking them to give a reason, request a change, indicate “both” or “neither”, or ask a partner about their preference. Pair students thoughtfully and teach peers not to touch another student’s device or speak over their communication.