Usually, “tickets to leave” are handed to the teacher as the students leave. Was this a useful learning activity for you? Why or why not? We did a concept map activity in class today. Which of the readings you did for class today was most helpful in preparing you for the lesson? Why? Was its organization and content helpful to you in learning? Why or why not? How well do you think this was achieved today?ĭo you have any suggestions for how today's class could have been improved? One of the goals of this class is to have all participants contribute to the seminar. Read this problem, and tell me what your first step would be in solving it. Or, which was not attained? Why do you think it was not? Which of the three do you think was most successfully reached? Explain. Today's lesson had three objectives (These would have been shared at the beginning of class and should still be available for referencing). Write/ask one question about today's content - something that has left you puzzled. What did you think was accomplished by the small group activity we did today? Name one important thing you learned in class today. Some possible prompts or questions to use for the "ticket to leave": The responses should not be part of formal assessment, but it can provide valuable feedback to the teacher. The “ticket to leave’ is not intended as a major task, rather, a quick summarizer having one of the purposes listed above. The prompt or question should require only a brief time to respond to, certainly no more than five minutes, but perhaps only 1-2 minutes. Require the student to do some synthesis of the day’s content Ĭhallenge the student with a question requiring some application of what was learned in the lesson. Provide feedback to the teacher about the class "Ticket to leave" (or "exit ticket") is an ideal way to end a class. A Guide to the Writing Support (WSUP) Flag for Faculty.Guidelines for Assessing Student Learning.
#Exit tickey series
Sheridan-RISD Museum Collaborative Workshop Series.
Seminar for Transformation Around Anti-Racist Teaching.Problem Solving Course Design Institute.Graduate Student Proctorship in Academic Administration.Assessing and Researching your Teaching.Jingle All the Way: Write a short song (Or chorus) that explains the main idea of the lesson.Pictorial: Students show their learning through an image without using any words.The complexity and nuances of the questions will show you how deeply they have thought about the learning. Or, you might have students develop their own quiz question to ask someone else in the classroom.Quiz Questions: Now quizzes are an interesting way to get student data.Jump over to 3 Way Summaries for more information. 3 – 2 – 1: Simply 3 things they have learned, 2 questions they still have and 1 thing they want to know.Or have students summarise in 50 words, 15 words, 5 words. Ask students to find 3 people in the classroom and verbally summarise. Traditionally, they are used at the end of a lesson on a piece of paper, teachers ask students one to two questions to see who grasped the concept. They also allow students to reflect upon the lesson (what they understood, what confused them, etc.). It could be written, but students have likely done this before. Exit tickets are a well-known tool that helps educators gauge student comprehension. Summarises: you can do this in a number of ways.It really depends on what you want to learn from student, so please wrap your question around your intended outcome. Students, in this task, are encouraged to provide detailed responses too justify their answer. For example, you might ask whether a character made the right choice and why.
You may choose to have different colours for the post-it notes, each colour representing a different point of view about a topic.