Exit+Tickets

TWENTY-ONE WAYS TO INVESTIGATE WHAT STUDENTS ARE LEARNING
Serves as a post-instructional activity that helps students to focus their ideas and synthesize large amounts of information. Sentence stems that elicit opinions or understandings about key issues associated with a topic. Prompts students to reflect upon a matter that is “out there,” and which, at first glance, appears to have little or no affect on them. Binoculars challenges learners to recognize how seemingly unconnected issues may influence them. Assesses the impact of reading, listening, viewing, etc. Prompts students to develop their complete understanding of a term by creating their own definition. Builds personal definitions or explanations of concepts presented in class. Prompts students to answer a question targeting the big idea of the lesson. Examines a piece of text in terms of identifying factual information, eliciting questions, and generating personal reactions. Uses a tightly focused question set to determine a student’s level of understanding about key ideas or concepts. Prompts students to examine the difference between a factual statement and an opinion-based statement. Provides the opportunity to build note-taking skills, characterize information, synthesize data, and assess student understanding. Prompts students to generate and rank order alternative strategies to address an issue, solve a problem, or meet a need. Asks to students reflect upon a specific experience, article, task, etc. and make generalized statements and connections to their personal, social, and academic lives. Allows students to reflect upon themselves, their experiences, their knowledge, etc. Provides students with the opportunity to express to the teacher what they identify as the least understood aspect of the lesson. Uses a final question to facilitate critical thinking about a specific concept covered in a lesson. Uses tightly framed answers to a number of questions to summarize the big idea about a topic in a single sentence. Personal evaluation of a piece of text, object, picture in terms of its positive, negative, and interesting aspects. Employs different visual forms: timeline, flowchart, etc to aide students in ordering things. Compares and contrasts two objects or events in terms of their key attributes. Compares and contrasts two different objects, ideas, or events. Reveals reactions to course materials, activities, and assignments.
 * 3-2-1 Reflection **
 * [|As I See It] **
 * Binoculars **
 * Changes In The Wind **
 * Definitions Are Us **
 * Directed Paraphrasing **
 * Exit Ticket **
 * Facts/Questions/Responses **
 * How Do I Know What I Know? **
 * Is That a Fact? **
 * Let’s Compare Notes **
 * Make It a Priority **
 * The Microscope **
 * The Mirror **
 * What’s Still Confusing Me... **
 * One Last Question **
 * One Sentence Summary **
 * Plus/Minus/Interesting **
 * Sequencing Events **
 * Thinking Diagram **
 * Venn Diagram **
 * Wait a Minute **

Engagement Strategies to Enhance Learning - compiled by Marie Walsh


 * ** Before ** ||  ** During **  ||  ** After **  ||
 * ABC brainstorm || Card Hold Ups || 3,2, 1 ||
 * Anticipation Guide || Conferencing || ABC retell ||
 * Compare/Contrast || Debates/arguments || Class vote/Poll ||
 * Find Someone Who/Bingo || Deductive reasoning || Debates and Arguments ||
 * Journal prompt || Every student every answer – playing cards, tongue depressors, spinner, numbered heads, Thumbs up, brain match signal, clickers, Google docs || Evaluate/compare/contrast/analyze ||
 * KWL || Fish Bowl || Gallery walk ||
 * Line Up/Take a Stand || Graphic organizer || Games ||
 * Quick write || HOT questions || Give One, Get One ||
 * Stand and share || Jigsaw || Graphic Organizer ||
 * Summary of previous lesson || Literature/reading/writing circles || HOT Questions ||
 * Think Write Pair Share || Margin notes/sticky notes – check, plus, minus, question mark || ?, /, ! for confused/maybe/for sure (next to answer) ||
 * Why questions || Metacognitive picture analogy (race car, fork in the road, barren road) || Paideia - 2 comments, 2 questions, refer to text, build on another’s comments. ||
 * Word splash || Note-making with connections and pictures || Personal projects ||
 * || Role responsibilities/Charting of 6 cognitive domains – observe, questions, speculations, self-awareness, digression, synthesis. || Plus/Minus/Interesting/Summary ||
 * || Stations/Centers || Quick write – muddiest point and clearest point, frustration/success ||
 * || Teacher model, think aloud, graphic organizer || Reader’s chair ||
 * || Think Marks || Response chaining ||
 * || || Share your partner’s idea/thought/concept ||
 * || || Snowball Fight ||
 * || || Symphony Share ||


 * ** Before ** ||  ** During **  ||  ** After **  ||
 * ** Did you **
 * ** consider students’ prior knowledge and experience? **
 * • establish the criteria by which they would be assessed? **
 * • provide models to help them understand the task? **
 * • connect today’s lesson with previous learning and other disciplines? **
 * • give effective directions both orally and in writing? **
 * • consider students’ backgrounds, interests, and developmental cognitive needs? **
 * • establish and communicate goals? **
 * • choose the appropriate strategies and tools for optimum learning? ** || ** Did you **
 * ** use a variety of instructional strategies and resources? **
 * ** provide opportunities to assess their own **
 * learning? **
 * ** treat all students with respect and fairness? **
 * ** encourage all students to participate? **
 * ** enforce expectations for behavior fairly and consistently? **
 * ** employ instructional strategies appropriate to the subject matter. **
 * ** use materials, resources, and technologies to make subject matter accessible to students? **
 * ** allow students to practice before working independently? **
 * ** follow logical sequence? ** || ** Did you **
 * ** use multiple forms of assessment? **
 * ** consider short- and long- term learning needs? **
 * use assessment to **
 * guide instruction? **
 * ** give them time to begin homework so I can be sure they understand? **
 * ** clarify directions and due date for homework? ** ||

Variety, Novelty, Feedback, Connections, Emotion, Intellectual Challenge, Inquiry, Critical Thinking, Problem Solving, Social, Assistance, Extension, Movement. || How do I feel? Am I interested? Is this important? Can I do it? (Emotion, Interest, Importance, Efficacy) || Learning outcomes, clear learning progressions, descriptive feedback, self and peer assessment, and collaboration. ||
 * __ Brain Based Checklist: __**
 * __ Brain Based Checklist: __**
 * __ Highly Engaged Classrooms: __**
 * __ Highly Engaged Classrooms: __**
 * __ Formative Assessment: __**
 * __ Formative Assessment: __**