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Exit Tickets

Management in the Active Classroom

Type

Videos

Grade Level

Eighth-grade students from Rich Richardson's class at the Expeditionary Learning Middle School in Syracuse, New York use the simple, yet powerful assessment strategy of exit tickets. At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day–either based on the learning from the day before or the previous night’s homework. These quick writes can be used to assess students’ knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave.

In this video, students and teachers are engaged with a protocol/engagement strategy from EL Education's grades 3-8 ELA curriculum.


Type

Videos

Grade Level

Eighth-grade students from Rich Richardson's class at the Expeditionary Learning Middle School in Syracuse, New York use the simple, yet powerful assessment strategy of exit tickets. At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day–either based on the learning from the day before or the previous night’s homework. These quick writes can be used to assess students’ knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave.

In this video, students and teachers are engaged with a protocol/engagement strategy from EL Education's grades 3-8 ELA curriculum.


Transcript

- Exit tickets are a great way for students to reflect on the learning from the lesson and to see where they are in regards to the learning target. Our ticket out of here today, our exit ticket, is this very brief self-assessment on the learning target. In this exit ticket from today’s lesson, students needed to assess themselves according to the learning target. Can somebody just read that learning target one more time for me today?

- I can craft and revise informative and explanatory text using relevant textual evidence.

- Students provided feedback to each other or to a partner and then completed their second draft. Where do you score yourself at this point in draft two? Students had to self-assess themselves at a one, two, three, or a four based on that learning target. And they explained why they thought they earned that score.

- I think it’s because I need to elaborate more. And I need a better understanding of my goal.

- Exit tickets for me as a teacher are a great way to assess student learning and adjust my instruction accordingly. So in looking at this exit ticket, this student isn’t as specific as to why they scored at a particular level. He scores himself at a three as far as meeting the learning target because he took his partner’s advice. I like that. “And I applied it to my essay.” That shows that he’s using the feedback but it doesn’t show me if he finished the assignment or not. So I’d have to look a little deeper at his writing to understand. Another student wrote that he thinks he’s at the four level because his elaboration is solid and his evidence is what he thinks is most relevant. And that shows me that he’s deciding between what’s the most relevant evidence. So that’s a higher level understanding. Alright, guys, great job today. Make sure to hand me your exit ticket on the way out the door to lunch. And keep up the good work.

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