One of the most popular posts on this site has been this explanation of exit tickets. Here’s a variation on that idea recently shared by @RemindHQ. I don’t think the idea needs any explaining – see the exit ticket post for ideas on how to follow up …
As we ramp up the amount of exam practice we give our classes, you might want to try out this idea posted on the TES website by @TeacherToolkit. Click on the image to enlarge, or click here for pdf.
A variation from Learning@Loreto [click on image to enlarge]:
Examples of completed reviews [again, click to enlarge]:
“The single most powerful thing I’ve done all year, from lesson one, maintaining it consistently, and it’s impressed external observers and internal mentors alike.” says Kris Boulton. “The exit ticket provides a snapshot of whole class understanding for each and every lesson, in under two minutes. For effort to impact ratio, they’re a no brainer. I can’t even imagine planning the next lesson without them.”
Click here for a full explanation.
I’ve used this idea a few times with my GCSE classes, usually asking something along the lines of “what’s the most important point to take away from this lesson”, and it provides a really useful insight into the pupils’ thinking. I often start the next lesson by offering the students three or four thought-provoking answers to consider, then asking them to pick the one they think is best, or rank them in some way. The students always engage really well with this. Any other suggestions for follow-up activities most welcome!
It’s that lesson where you need to return exam papers to the class. All they want to do is find out what mark they got, but of course you want this to be a learning opportunity. You don’t want to just stand and lecture them, but you do need to make sure the correct answers are shared. How do you achieve this? The following solution comes from a blogger called the “Maths Magpie”, but it would work with pretty much any subject. Click here.