Exit tickets

[Janet Murray]

In the October Task Definition webinar, Colet mentioned "exit tickets" as a strategy that students could use to "report" to themselves and their teachers regarding their learning after a particular lesson. They can also be used as a form of self-assessment to reinforce learning. The following examples of reflective exit tickets were posted to ALA's INFOLIT listserv:

The most important thing I learned today was...

I need help with...

I would like to learn about...

Rate your understanding of today’s topic from 1-10. Why do you give it that rating?

Discuss one way today’s lesson can be used in your life.

Predict what we will learn next in this unit and why.

What would you like to review during the next session?

Summarize today’s lesson in 25 carefully chosen words.

The best part of class today was…

What's the most important thing you learned today?

If you could teach someone just one thing about today's lesson, what would it be? Because...

If you had to teach a K student about, how would you explain it to them so that they really understand it?

3-2-1: 3 new learnings, 2 things you re-learned, one question you have/one thing that really surprised/amazed you.

I knew...I now Know... and I was surprised to learn...

What I learned today was important because...

I was confused about...because...

Brainstorm ways to use info presented today.

Give an example of a way you could apply this information today -- this week -- or a way this might have helped you in the past.

When I go home, I wish I could do...share...write...read...

In tomorrow's class, I wish we would talk about.....hear about...learn about...

These Web 2.0 tools were suggested as well:

http://socrative.com
http://padlet.com
http://en.linoit.com

[Colet]

These are some great prompts for exit tickets.  Thanks for sharing!

[Craig Seasholes]

I like the idea of exit tickets, and the suggestions....but wonder what people do with the tickets after collected. Tell me more.

This summer I was wondering how folks capture exit tickets, and so this year I am experimenting with keeping a LIT journal for library and information technology lessons in the library and lab grades 2 to 5.  A student composition book becomes the glue-in-what-you-just-made, or take notes here while I book talk, write your impressions of this video, copy me as I diagram this passage, paste in this short text and let's mark the important bits together....The LIT journals become our  one-stop location for student reflection and so long as the books remain in the library, I'll have a concrete record of their responses to instruction and they will have a diary of their work. Looking like authentic assessment to me!

This year  I have also streamlined the network folders we use to help kids save their day's work in a distinct folder titled with their name, under their teacher's name. This gives me a quick-glance look at who is finished, who needs help with document, or saving protocol.

  

So far, I find kids quite happy to print a copy of any online/document work they do (learning publisher, word tricks) as the last step in a lesson (before free time on the school library home page, a Glog of recommended edutainment and resources. http://craigseasholes.edu.glogster.com/sanislo/

Craig Seasholes
seas...@gmail.com
http://bookmansbytes.blogspot.com/

Watch and Share  WLMA video "Teacher Librarians at the Heart of Student Learning"

Read and Share  "Follow the Leaders" School Library Journal Article   Oct. 13 Issue

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