This is the final reflection on learning. This collaborative discussion will reflect on all of the ways that we assess whether or not students learned through the collection of exit tickets.
How do great teachers know if kids learned what they were taught? At the end of every great lesson, teachers of excellence conclude the lesson by gathering formative data. By reviewing what had been learned during the class period, teachers get students to share their learning with the class as well as offer questions that continue to perplex them. This helps teachers drive tomorrow's instruction.
Additionally, no great lesson ends without showing a preview of how today’s learning will be connected to tomorrow’s lesson. In the last few minutes of instruction, teachers can assign homework to the class, follow up with individuals or groups of students with specific feedback, and MOST IMPORTANTLY collect an exit-ticket, a quick formative assessment to check for understanding. An exit ticket is important because it can quickly tell teachers which students learned the content, which students are starting to get the hang of it, and which students did not learn the content. This data drives not only tomorrow's instruction, but it helps teachers build intervention groups for guided learning.
Wrapping up the day’s lesson takes around 5 minutes, and in a 50 minute block of time, that makes up 10% of instruction; therefore, it is critical to bear in mind that the end of the lesson serves as a platform for tomorrow’s lesson. The most important reason to wrap up the lesson in this way is to use the data to reflect on the learning of each student and the effectiveness of your lesson and use that data and to drive the next day’s lesson. To put it another way, the last five minutes of class may quite possibly be the most important 5 minutes of the entire class period.
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Additionally, no great lesson ends without showing a preview of how today’s learning will be connected to tomorrow’s lesson. In the last few minutes of instruction, teachers can assign homework to the class, follow up with individuals or groups of students with specific feedback, and MOST IMPORTANTLY collect an exit-ticket, a quick formative assessment to check for understanding. An exit ticket is important because it can quickly tell teachers which students learned the content, which students are starting to get the hang of it, and which students did not learn the content. This data drives not only tomorrow's instruction, but it helps teachers build intervention groups for guided learning.
Wrapping up the day’s lesson takes around 5 minutes, and in a 50 minute block of time, that makes up 10% of instruction; therefore, it is critical to bear in mind that the end of the lesson serves as a platform for tomorrow’s lesson. The most important reason to wrap up the lesson in this way is to use the data to reflect on the learning of each student and the effectiveness of your lesson and use that data and to drive the next day’s lesson. To put it another way, the last five minutes of class may quite possibly be the most important 5 minutes of the entire class period.
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Engagement Component
|
Description
| Rigor | Content | Time Frame |
| How are challenging questions provided and responded to? | What content is covered? | The approximate time that the activity should take. | ||
| Exit Ticket | Activity that allows students to give evidence of their learning and give the teacher formative assessment data to drive future instruction. | Questions elicit evidence of learning to the teacher through independent work, verbal or written feedback | Current day's content. | 5 minutes |
Reflection Task
List a couple of ways that you gather data from your kids to accomplish 2 goals: determine first the effectiveness of your lesson, and second, gauge whether or not each student learned the content from your lesson.
An easy exit ticket after a synonym or antonym Lesson is to go around the room asking, “give me a synonym for—— or give me an antonym for ——. To increase the challenge, I will keep the same word for several students so they have to think of not just the most common answers.
ReplyDeleteSometimes I will use a vocabulary word we have discussed. “Tell me what you will do for recreation this summer?” “What is your favorite aroma?” It lets me know if they understand the meaning of words we have discussed.
Cindy, I'm stealing these ideas from you! Thanks!
DeleteGreat ideas Mrs. Stacy! I love the use of the vocabulary!
DeleteTo find out if students understand a lesson, teachers can use simple methods to check for understanding - just like Cindy does - Today at Children's Chapel our word for the day was ascension -- all they had to do for me when I asked what the word meant was to look up!
DeleteLove it! Application of content will give you an idea of what content has and has not been mastered. Great!
DeleteAn easy exit ticket that I used this morning after a greater than or less than math lesson was a quick number game. Their "ticket" to meeting me at the front of the room for our next activity was to answer a variety of questions correctly such as "Give me a number that is greater then...", "give me a number that is less then..."," tell me a number that has less tens then 5" or "tell me a number that has more then 5 tens" For my more advanced students the question I might ask them was "Give me a number that is greater then 87 but less then 95" or "give me a number that is less then 33 but has fewer then 2 tens....."
DeleteMy children saw this as a fun and quick game but at the same time it showed me who understood the math concept we have been working on and who still need more help with this.
ReplyDeleteSometimes I use sort of a backwards approach to the exit ticket. Before I show a video about a new topic, I usually get students to write down what they know about the topic. Then I’ll show them the video and before they leave, I will get them to write down the most important thing they learned from the video. Kind of a then vs now type exercise. It’s amazing to see the level of prior knowledge the students have and to see from their perspective what they felt was the most important thing they learned.
I like this one, Sherry Parker. I am going to "borrow" it. Hope you don't mind.
DeleteSherry - this reminds me of the KWL Chart -- When studying a topic -- the students write down what they KNOW about it --- then write down what they WONDER about the topic before it is covered and finally they write down what they LEARNED about the topic -- KWL!
DeleteI have been in several workshops that use this same approach. I think it's a great idea to have write down what they know before and after the lesson. It is nice to see how the knowledge of content molds into shape.
DeleteI like using this strategy by placing objects out and asking the students what they think we will learn about based on the "clues" I have placed out.
DeleteA fast-moving exit-ticket "game" is Kaboom. It can be adapted to just about any skill. I covered a Pringles can and labeled it Kaboom. Write examples of your skill on long strips. For example, for Types of Sentences, I wrote examples of the four kinds of sentences on the long strips. Also, write Kaboom on several strips. Play in teams (girls vs. boys is always popular in 2nd grade.) Keep score on the white board. Students pick a strip out of the can, read the sentence aloud to the class and identify the kind of sentence. If correct, give a point; if incorrect, no point and strip goes back into the can. If a Kaboom strip is pulled, the team loses all points earned! You can get a free copy at http://www.teachertipster.com/kaboom.pdf
ReplyDeleteI love it! I'm going to use this.
DeleteThis is awesome Mrs. Reyes...Sounds like fun!
DeleteI have seen this played -- kids love it!
DeleteThanks for sharing this! It is a wonderful strategy to use to gain access to evidence of learned content. The kids are having so much fun and you are collecting data for the next day's lesson! AWESOME!
DeleteI love this! I can't wait to use it!
DeleteA weekly exit ticket that I like to do is a game called Sparkle. On Thursdays, (before spelling test on Friday) my students get in a circle, I call out a spelling word and students go one by one telling me the letters. When they get to the last letter to following student says "Sparkle." They are not allowed to repeat a letter or help the next person out. It's all about listening and paying attention. :-) This always gives me some quick feedback on who has studied their words for the week. It also helps me see which students are struggling to understand that particular phonics skill for the week by what they guess.
ReplyDeleteThis week, instead of Sparkle, we did shaving cream spelling words. They loved it! :-)
DeleteI saw the pictures on the Libby FB page! It looked like so much fun!!
DeleteI could definitely see our First Grade students playing this game! Super idea!
DeleteShaving cream spelling words! Great way for tactile learners to review/exit -- and it gets their desks clean, too!
DeleteI loved seeing the shaving cream activity, ans this idea rocks, too! I like that you can assess knowledge of spelling words and phonics skills! GREAT job!
Delete*and
DeleteI can't figure out how to edit my typo! Ugh....
The morning after our field trip to Millard's Crossing the students used exit tickets to tell about one thing they learned or about an object they found interesting. On the other side of their index card they told if the object is still being used today or what modern object has replaced it. Students knew before the trip that would have to fill out an exit ticket and that we would have a class discussion about the trip. This helped them focus on the learning part of our trip while still having fun.
ReplyDeleteTelling the students they would have to fill out an exit ticket is a great way to have them start learning about our new district vocabulary - ie: BELL RINGER / FOCUS LESSON / GUIDED LEARNING / COLLABORATIVE LEARNING / INDEPENDENT LEARNING AND EXIT TICKET!!!
DeleteLibby Friend.......who is this? Let us know who you are so we can recognize this FABULOUS idea. I have seen the Exit Ticket strips for Millard's Crossing that Ms. Reyes has prepared in the past. The note card is a great idea and I agree with Dr. Porter! Telling the students in advance about the Exit Ticket will help them focus on the academics of the field trip.
DeleteAn exit ticket I use with new vocabulary terms is go around the room and ask each student to come up with a sentence using that vocabulary word. This helps me see if they understand the correct part of speech and helps me see if they use the word in the correct context because so many of our words have multiple meanings. Our target skill this week in Reading was Theme, so I created a list of different Disney movies and asked what the theme/moral/message of each movie was. I followed this up by showing a YouTube video on Disney's moral teachings. Students were able to see if they were on the mark or not, and it was a topic that interested them and they were quick to share their interpretations.
ReplyDeleteUsing words in sentences along with Disney clips - great way to check for understanding!
DeleteWhat a great way to get the students to participate. If they are interested, they will work. Loved they checked their own answers. Immediate feedback.
DeleteGreat idea! Disney movies are the best at teaching theme!
DeleteAfter a lesson this week on correct punctuation, students were asked to come to the board and read the sentence aloud before marking the correct punctuation. If a student did not get it correct another student had to help explain Why it was not correct.
ReplyDeleteAshlee Alexander
DeleteStudents usually like to come to the board and share what they have learned!
DeleteGreat peer tutoring!
DeleteAn easy ticket is having the students "post" their exit tickets on the way out. Passing out a sticky note as they walk in the door and instructing students to put it in the upper corner of their desk, before leaving they can write one interesting fact or a fact they learned that day and post it on the board on their way out of the room.
ReplyDeleteI have used the post it notes too. The kids love the engagement with the colorful paper and sticking it to the board. It's also cool to see the students actually read the comments from other classes as they stick their note to the board. The next day I would pull some for a quick review or lesson starter.
DeleteAt workshops I have done this before - sometimes the presenter has a "parking lot" for us to put questions on sticky notes, too....I usually have a sticky note or two in the parking lot!
DeleteMany presenters use post it notes as a means of assessing comprehension of content. I like the idea of leaving notes on the corner of the desks for students to record information on and then have them post the notes on the board. By the end of the day, the teacher will have a lot of data to sort through!
DeleteJacqueline Schneider April 26, 2019.
ReplyDeleteA quick "exit ticket" that I use is to have the students write the days covered topic on the atop of scrap paper. They then have to write 2-3 sentences about the topic telling me what they remember most about the topic. They turn them in to a basket and I select 3 and read them aloud.
This is a great idea even for first grade.
DeleteThis would be a great way to start the next day's lesson, too!
DeleteIn a workshop at Region 7 the use of Padlet allows us to post notes electronically where the whole room can see on the screen the ideas of others. Using this in our "chromebook" classrooms would be a great way to do exit tickets. I haven't used it yet with a class, but I will in the future as more of our students are equipped with devices to do so.
ReplyDeleteI recently learned of Padlet also! Oh my goodness! What an amazing technology tool! This is a link to an example of how Padlet could be used for book reviews on chromebooks..... https://padlet.com/cristina_cabal/bookreview
Delete. I already have this idea on the Jr High LRC Google Classroom to use with students! I'm thinking an excellent "exit ticket"!
This is a great tool - kids want to participate with Padlet...
DeleteHow cool is that! Janet Reddell has used something similar where she cast student answers on her board to discuss.
DeleteSince we do so many labs in 8th science, easy exit tickets are to have the students write down their "aha" for the activity. Or often, we have them write a brief synopsis of the success of their lab or what went wrong! Often times, our kids learn more from messing a lab up than they do from doing it correctly. Easy stuff...
ReplyDeleteI couldn't agree with you more Jennifer...many time our students learn more during failure than in success! I love how you have them write this down!
DeleteAlexander Pope in his writing "An Essay in Criticism" said "to err is human, to forgive divine" --- Jennifer, what teachers need to say is "to err is human, to LEARN is divine"!!
DeleteIsn't failure just the opportunity to begin again? I think having students write about these moments - whether the lab was a huge success or a huge flop - is critical assessing knowledge of content.
DeleteIn my Kindergarten classroom I have used shaving cream and table writing as an "exit ticket" for Language and Math skills. An example of table writing for a Math "exit ticket" I have used was during our study of numbers. I would show the children a set of objects on the board and they would write the number on their table with a dry erase maker to match that set. Using this technique I could easily tell which children were struggling to write their numbers correctly and even those children who were struggling to count a set. An example of using shaving cream as a Language exit ticket I have used was during our study on the letters of the alphabet. I would give the children a letter sound and they would write the appropriate letter in the shaving cream on their table. This technique allowed me to easily identify the children who were struggling with their letters and sounds as well as those students who were rocking it! Using these two techniques give me quick feedback and the children LOVE it!
ReplyDeleteTwo great tools Shayne! I know it sounds messy, but the children LOVE it. These are such easy ways to quickly check for understanding.
DeleteY'all are SO right...the kids LOVE when they get to write on the tables!
DeleteMs. Thames - you and Ms. Rivera need to get together with that shaving cream! You are both right - kids love doing this and it shows us what they know!
DeleteI have a set of manila folders that have 4 library pockets attached. Students can use popsicle sticks to mark answers to questions and then show me their thinking. I have also used the post it notes for "what stuck with you?". I have used one question from any practice or assessment and had them turn those in. We use dry erase boards to "show what we know" and flip it to me as we answer in class. We use vocabulary cards, the kids have a set on their desks, and they can again, "show me what you know" and flip the answer to me. Thumbs up/down is a quick assessment piece and easily implemented. I have used four corners labeled A,B,C,D and had students "move to this corner if you think this is the answer" and then justify their thinking there. Sometimes I use a journaling question and have students record their thinking there.
ReplyDeleteThose are all great tools, Mrs. Caver -- the 4 corners activity gets kids up and moving - and they really have to think fast - I have seen it when kids will rush to one corner only to move quickly to another when they realize the right answer! Fun!
DeleteI have seen the students with whiteboards in action. They love writing on these! They like using their desks as a "board" too! GREAT ideas!
DeleteI have students come in with a conflict or misunderstanding, we take turns and talk about the issue. When we have discussed the issue and have some solutions, I have students write on a sticky note how they can help keep it from happening again. They are usually hugging when they leave.
ReplyDeleteI don't know really what your subject is or what you were studying about - BUT - having conversations with students and have them hugging is always a good thing! Exit happy!
DeleteIn first grade we have been working on comparing numbers. (greater than, less than and equal to)
ReplyDeleteI have used "I'm thinking of a #" for my exit ticket. The children enjoy this and are very competitive. They also like to come up with a # and ask the other students to brainstorm a # that is greater than or less than their chosen #.
Competition! A great way to check for understanding -
DeleteSince students have a difficult time learning the multiplication facts, I will call each student to answer a multiplication question. Example:"What is 8x9?" If that student gets the problem correct, he/she can line up. The daily practice has done wonders for the majority of my students. I know right off whose been studying and who has not. Also, this system encourages the struggling student to practice more.
ReplyDeleteWith exit activities like this, students can learn by listening to their peers, too.
DeleteServes more than one purpose. A quick check for you and repetition of facts for them! SUPER!
DeleteI use this same activity with multiplication facts. It works with addition/subtraction and math vocabulary too.
DeleteAll of my students kept a journal in my classroom. At the end of the day, I would have my kiddos reflect on the lesson or what we had been working on through the week in their journals. The "prompts" would be different everyday - like: "Tweet" Tell me something you learned today in 140 characters or less and include an original #hashtag to make it go viral. They also liked when I would let them "Quiz the Teacher." They would take something they had learned from the lesson and turn it into a test question (T/F, MC, Short Answer). They always wanted me to quiz them with "their" questions...I would even use some of them on my formal assessments and put who the question was submitted by on the test. I've got a list of all of my journal prompts I would use somewhere...
ReplyDeletePutting their name by the submitted question on the test is a good way to select individual students who sometimes are not often recognized. Good idea!
DeleteThis week we have been learning about coins in math. Each day as the next coin was introduced, I gave the students a plastic coin to use during the lesson. On Thursday for their exit ticket, I called out the names of each coin and had the students hold that coin up. It was a quick and easy way for me to see who knew the coins.
ReplyDeleteThe children love having their own "coins" to use each day! This makes the lesson so much more meaningful to them than just looking at pictures of coins on paper.
DeleteThis would be a fun way to have the kids line up for PE/Music or lunch! Cool idea Brittany!
DeleteLove that idea! Quick and easy for the students and teacher.
DeleteSometimes I will give them an exit ticket as we are lining up to go somewhere. I call them from their seat and ask them a math question as they are getting in line. The questions are something they should know without having to write the problem out, for example even/odd, math facts, key words, place value. This is a way I can see if a child has mastered a particular skill as we are transitioning.
ReplyDeleteThis is a great technique for lining up students - no wasted time - bell to bell!
DeleteGREAT way to transition.......teaching and assessing on the go!
DeleteHaving the students generate a question which was unanswered is a good way to end the class and check for understanding. If we are working on syntax, I would have them use our text as a resource and copy a sentence which has unique structure. I have enjoyed all the suggestions about how to collect the "tickets" at the end of the period. That has always been the hardest part for me.
ReplyDeleteKim - I always thought it was fun to use word order with syntax. You could have a ticket to exit instead of exit ticket!
DeleteJust witnessed a great exit ticket in Ms. Maxey's English III class. Students were assigned to read chapters 8 and 9 of the story they are studying. At the end of class they had to make predictions about what would occur in these two chapters. Great Job Ms. Maxey.
ReplyDeleteThank you. I honestly have to say that I have always used bell ringers, but I have not always used exit tickets. I wish that I would have utilized this concept in my prior years of teaching.
DeleteMs. Maxey - I'm sure you did exit tickets! We just called them by a different name! To me it was always "check for understanding" time!
DeleteI love to ask students to come up with a yard stick and point to certain sight words on the word wall. Another exit ticket is asking students to solve a simple math problem to line up. I have also asked them to spell a word with a phonic skill we have studied that day or one of their spelling words.
ReplyDeleteLol! I just responded to Brittany's comment and said the same thing about them lining up by answering questions! Good idea Evie!
DeleteThe students love coming to the front of the room and showing their peers (and you) what they know!
DeleteMrs. Wedgeworth has always let her students "show what they know" - with and without a yard stick!
DeleteSometimes I allow students to use dry erase markers to write down vocabulary words on their desks on their desks as I call out the definition. The markers wipe clean very easily from the desks and the students really enjoy getting to write on their desks.I also use thumbs up or down. After reading a story, I often have students give me examples of things we can infer from the passage as we end class. Another exit ticket is for students to select the correct vocabulary word from the word wall as I call out the definition.
ReplyDeleteInferencing is a difficult skill - having students share out loud helps all of the class...and all students like to write on their desks!
DeleteDry erase markers on desks have been popular at Libby for a while. I see it quite a bit and the end result is the same -- kids love writing on their desks and teachers are constantly gathering evidence of learning! Love it!
DeleteOne exit ticket I like to do with my kids is have the kids answer a simple question as they line up to leave the room or as they transition to the next activity. This could consist of showing them a sight word to read to me or responding to something such as "Tell me a word that starts with /b/" or "Tell me a word that rhymes with cat" or "Clap the syllables in the word happy". It always falls back on what our focus was for that lesson. It's a very quick activity that makes transitioning a little easier.
ReplyDeleteSometimes you might want to try having them answer a question to "get back into the classroom"! Even the littles like to change things up every once in a while!
DeleteThis week in my Kindergarten class we learned about coins. I gave each child, as I introduced the coin, a real penny, nickel, dime, and quarter. We talked about each one and it's attributes. How is looks, feels, the president on each, if the sides are smooth or rough, if is bigger or smaller than the others and how much each is worth. My exit ticket was for each student to hold up the coin I describe by it's attributes, or for them give me an attribute of a coin I call out. We have homework each night and we go over it and discuss what they will need to do to complete it.
ReplyDeleteHaving the students give you an attribute for a specified coin is awesome...Great job!
DeleteWow! Higher level thinking - great idea.
DeleteI use a version of the sticky note exit sometimes. It's a quick way to get a look at who got the lesson and who still needs support. I hand out the stickies and ask the kids to do one of several things. Sometimes I have a single problem to be solved. Sometimes I ask them to create a problem on the front and put the solution on the back. A couple of weeks ago, I asked them to tell me where they might encounter using the skill we learned that day in their real life. It was kind of fun to learn how they connected the idea of solving for x in a simple equation to the real world. By the way, I leave these notes up on the door from class to class. It does two things: generates curiosity and helps stumped students. It's okay to piggy-back off of someone else's ideas. That's not cheating--it's called using the existing research!
ReplyDeleteI have actually used existing research on several occasions! Many times it helps students gain confidence and confirms their own answer.
DeleteI love to visit your classroom because I always learn something new. Your ideas are always fresh and innovative. Your students are blessed to have you!
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ReplyDeleteWe play a quick “Family Feud” game with hand buzzers! I will give the definition and students race to buzz in with the correct vocabulary word. They love it! I do this with homophones, homographs, antonyms, and synonyms as well.
Fun! - having teams is a good way to review, too!
DeleteMaking learning fun is always a good idea! The game encourages students to participate and collaborate and you can gather good information from the participants!
DeleteI use "exit tickets" to have the students line up or go to their desk by asking them quick questions about the concept/skill we were working on.
ReplyDeleteSight Words are one of my favorite because we need lots of exposure to our sight words each day. I use sight word flashcards and ask each student to identify the word before lining up. I also use quick question/exit tickets with rhyming words, beginning sounds, spelling words, sorting, coins, addition/subtraction, etc.
We also have a flipchart that I use that have quick questions/exit ticket with many language skills!
You are SO right...The kids can't have TOO much exposure to those sight words! I also like the idea of incorporating rhyming words and beginning sounds to your exit ticket...These are concepts that are worked on all year long!
DeleteI agree - sight words are not the easy ones for students - practice, practice, practice. Flashcards are a great way to check for understanding.
DeleteWe use exit tickets to transition from the rug to our line. One I like to use is to write letters on our board. I call a child's name and give them a letter or letter sound that they must find and trace. Another transition would be simple word problems. If I have 3 balls and someone gives me one more ball how many will I have now? Children could also be dismissed in a pattern like boy/girl for AB.
ReplyDeleteJenni Miller
DeleteFor your grade level (Pre-K), I love the idea of dismissing the students in a pattern...especially if you have the students tell you what comes next! Nice job!
DeleteI like the patterning dismissal. Never thought about that one!
DeleteOne exit ticket I use is the children’s birthday. I call out a month and the children with a Birthday in that month go to their seat after stating their birth date. My kids this year like to learn new vocabulary words so I may end a language lesson with a sentence with a new interesting word such as “integrity “. They always catch the new word and ask me what it means. I tell them then challenge them to go home and use the new word and see if their parents notice. I have gotten lots of feed back from parents about the vocabulary!
ReplyDeleteBirthdays are special - you might also have them line up by birth date or have two dates picked and see if they can decide if their birth date is between the two numbers or even on what side of the number line their birth date would fall -- lots of activities with birthdays!
DeleteI just came across an exit ticket that I hadn't really thought about being an exit ticket until I saw it on Teachers Pay Teachers...JOURNALS! This particular item had reflection prompts for the students to write a responses for each day/lesson.
ReplyDeleteAfter Science/Social Studies read-alouds or discussing a concept we write about the book or concept we discussed! What a fun way to incorporate writing, science/social studies, and the exit ticket! Journal entries will help know which students are really grasping the concepts. I am excited about adding this exit ticket my lesson plans next year!
Thanks for sharing! This is done at the higher grade levels, but bringing it to the elementary littles is a great idea.
ReplyDeleteTo exit this last journey of our blogging, I wish to extend congratulations to all who participated throughout the weeks. So many good ideas have been shared. I encourage you to keep sharing and keep caring. Lots of love to you all! dp
ReplyDeleteI love it Dr. P! Yes, this journey of blogging has been very enlightening! Jessica, I love reflection journals! As the teacher, you can seen what students have learned all the while working on those writing skills!
ReplyDeleteOne way that I check for understanding of presented concepts is to "buzz" about the lesson using shared writing. At the end of the lesson we come back to the written statements- re-read then clarify and enhance them.
ReplyDeleteOne of the best ways to find out if a student understands key concepts is for he/she to use vocabulary words in sentences. Expressive language spills into writing so this not only allows the students to show what they know but helps them compose their thinking into complete statements.
Shared writing was one of my favorite things to do when I taught Second Grade! You are right...this allows students to see their thoughts transform into writing!
DeleteI like to have my beginners play something before they pack up. If we work on a scale, they will have to play the scale before they can pack up their instrument. Or when we learned about key signatures they each had to tell me what notes were affected by a key signature to pack up their instruments. I have always done this type of stuff verbally, but never put it down on paper in the form of an exit ticket.
ReplyDeleteCoach Lee had a great exit ticket where he partnered 2 students together. One student was designated to write the question and the other was designated to answer. Academic vocabulary had to be used in the writing of the question. Once the question was written, they changed questions with another group and the had to answer the other groups question. It was a really nice way to get students to collaborate.
ReplyDeleteOne way I check the students understanding each day is by giving the students a rigorous question, that involves using the skills that was taught in class that day but also skills that the students have learned previously. I give the students a sticky note that they can show their work on, this gives me quick feedback in math so even if the student does not finish the question or answer correctly. I can see what the student is having problems with and what step I need to help them with.
ReplyDeleteFor my writing classes, most exit tickets were a written example of either a response to a journal prompt, creating sentences using complex sentence structures, or creating an idea map for a prompt from the day that can be used for a future writing piece. When the kids know they have to hand me a completed assignment as they leave class, they seem to remain engaged/involved in the lesson until the end.
ReplyDeleteI teach a lot of maps. Most of my World Geography students will be able to identify far more than 100 countries and physical features around the world by the end of the year and know a smattering of important information about them (population size, language, religion, penal colony, caused by tectonic plate activity, etc). One of my constant learning objectives is to teach the students 5-10 new items each week and move those items into their long-term memory. I don't want them to know where Japan is this week, I want them to know where it is for the rest of their lives. A highly informal "exit ticket" I use on a regular basis is to simply start asking students different questions about the items we are currently learning; "Which island nation is located off the East coast of Asia?", "Where did Sushi come from?", "Who bombed Pearl Harbor?" For some of the questions I require individual responses and for others simply choral responses. The questions reinforce the name recognition of the item we are learning, implanting the information more firmly in their minds, but also requires the application of previously learned skills (cardinal directions for example) and act as a preview of information to be taught (Japanese culture and history).
ReplyDeleteWell that was by me, Russell Rowe, rrowe@carthageisd.org , but I must be doing something wrong because it listed me as unknown. I will have to learn how to fix that.
DeleteOur math curriculum has our homework already attached and I use that as our exit ticket. We will go over each problem and I will have the students tell me what they will be doing. If I notice a student that is using the wrong vocabulary or is not understanding the concept taught, it gives me and idea of what I will need to review on tomorrow's lesson.
ReplyDeleteI like to use the game "snake" as an exit ticket. There are several other names for this game but "snake" seems to work well with my Kindergarten students :) I have a small can with all our sight words written on popsicle sticks, there are also the word SNAKE written on a few as well. The students draw a stick, if they get the word right they get to keep that stick and if its wrong then they have to put it back. The students get really excited to count to see how many sticks they have! If a student draws a SNAKE stick, then they have been bitten and have to put all their sticks back into the can.
ReplyDeleteWe have also been working on Silent e words this past week. I will show the kids a short vowel word and then I will hold up a silent e at the end and they have to give me the new word.
I have also used a form of sparkle (which I loved to use to review spelling in first) with counting by 10's around the room. After the got to 100 they would have to say sparkle and we would start over.
I LOVE your "SNAKE" game! And, like Dr. Porter said earlier...competition is a great way to check for understanding...not to mention the kids love it!
ReplyDeleteI use exit tickets as a way to continuously review old and new concepts. The MTA program builds on each concept, so I will say part of a concept (whether it's spelling, pronunciation, or decoding) and they will finish the concept. This seems to help them recall the concepts without the usual visual help they normally would have, and I'm able to see what they have down and what still needs reinforcement.
ReplyDeleteI found a fun way to get students to open up about their understanding. Emoji Exit tickets! These don't seem like a chore to kids and many will be honest about what they did or didn't understand. Many examples can be found and printed from the internet, but kids can draw their own emoji and explain why they chose it.
ReplyDeleteSheila West
DeleteOne way I use exit tickets with my prekindergarten students is during transitioning such as lining up. Recently, after a lesson on rhyming, I had each child tell me a pair of words that rhyme. Earlier in our rhyming lessons, I would provide a pair of words and I would have my students give a thumbs up if the two words rhyme or a thumbs down of the two words did not rhyme.
ReplyDeleteThe thumbs up/thumbs down game is a perfect exit ticket for your age level! Great job Ms. Davis!
DeleteI love https://bookwidgets.com for creating exit tickets. It has many formats so you can keep it fresh and interesting.
ReplyDeleteThanks! I will check it out.
DeleteIn PPCD, we are constantly checking and rechecking skills to meet IEP goals and objectives. I use exit tickets when we are moving from the rug to our seats or lining up. I will hold up a card that has the color, shape, or letter on it and ask each student individually, "What is this?” They then have to give the correct response to return to their desk or line up. It allows me to quickly assess the areas where a student may be struggling. I can then adjust my group practice for the ones needing extra time on a particular skill.
ReplyDeleteI also use this when working with my homebound student. After each lesson, I ask him to tell me what letter we worked on that day, and the letter sound. We quickly revisit each skill that we covered and I ask him to tell me about each one. This provides me with quick feedback to plan the lesson for the next day.
For exit tickets, I will have students answer a question or ask them to write a sentence with a designated vocabulary word on a white board. On the count of three, they all hold up their board for a quick check. I can visually scan the room to see if they were on point or not. If they wrote an excellent sentence, I will have them share with the class and point out correct punctuation/capitalization or good word choice for others to see. This gives encouragement to those who give a great answer and can remind others who might not get it of the correct way to write a sentence without directly pointing out that they were wrong in from of the class. The next time, they might remember a skill that they learned during the previous sharing time.
ReplyDeleteJames Thomas- As a band director, I ask the students for the definition of a musical term, but every day that it happens, it must be a different term from the previous day. It teaches them musical expression, foreign language, and helps them retain that information for the next time that term is in a piece of music.
ReplyDeleteRileigh Parker
ReplyDeleteI have seen a teacher use a checklist for exit tickets. As she released her students for learning centers one by one, she had them perform a task that shows if the student can apply and master the skill. This is done quickly but gives the teacher information about each student individually. This will also let you know if your lesson was effective. Another exit ticket that I have seen is called "Popcorn." The teacher will ask questions to the class. The class will have answer cards. The teacher instructs them to pop up if they have the answer. If a teacher asks a question and the student doesn't pop up, that could be an indication for a reteach.
Sondra McDaniel- sticky notes can be used in many different ways for students are prompted to show what they learned. It can be a designated chart by the door where they post on their way out or finding parts of speech in their library books. Used as a quick check for understanding for reteaching purposes.
ReplyDeleteChristina Powell - During my student teaching, I required the students to fill out an exit ticket either answering a couple of questions I had prepared or telling two things they learned during the lesson. This got them to thinking about the lesson and reinforced learning of the material.
ReplyDeleteFor exit tickets, I would like to have the students write down the answer to a question that was posed early on in the lesson. This can be the main goal for the day. I would like to have them also write down a question that they still have about what was discussed that day. They can drop the slip of paper off in a box by the door. This can enabling them to address their concerns without having to feeling uneasy. Simply drop it off by the door! These can then be addressed the next day!
ReplyDeletePost-it notes are my friend in kindergarten when it comes to exit tickets! The students can either draw or write the answers on their post-it. For example when they are learning letters they can draw/write something that starts with the letter sound.
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