One goal I had for myself last year was to use exit tickets more frequently, but that was just one more thing on an already long list of things to do each day, so it never really happened. In an ideal world, I’d love to do an exit ticket every single day in each class, but I know that’s not going to happen. More realistically, I’m going to aim for 3 per week, per class.
I want to use exit tickets as a way to get students reflecting more about math and their own ideas, as well as get a glimpse into their understanding of the material. They also offer great opportunities to challenge students to extend their knowledge about what was covered in class, as well as serve as great sources for later discussion.
At the front of the room I have 3 stoplight-colored baskets for students to turn their exit slips into (Target $1 section find from last summer). I used this as my exit slip process last year and it worked really well. Students self-rated their exit slips and it was a super easy way to see where the class was, as a whole, when they were all turned in. Usually there would be a full green basket, 3 or 4 in the yellow basket, and maybe 1 in the red–from there, I knew exactly who I needed to address. (This is an old picture–the baskets are hung up much straighter than this.)
This upcoming school year, I will still be using this as my turn-in system for exit slips, but the exit slips themselves have been given much more thought. So far, I’ve come up with 5 templates for exit tickets that will be quick to incorporate into a lesson plan, while still being meaningful. All I have to do is find a (worthwhile) problem and project it on the board using the document camera. I plan to have a bunch of these exit slips pre-printed and pre-cut, ready to go. Here they are:
This first is the most generic and is meant to be used as a quick reflection and to hold students accountable for understanding that lesson’s material. Many times when a student doesn’t understand a topic covered in class, that’s where their learning and progress stops. I’d like to think that most high schoolers were proactive and sought out help immediately if they truly didn’t understand a topic, but that’s not been the case in my experience. I included a list of methods to get help, if needed, to remind them of what is available to them. (Quarter-sheet size.)
The next is meant to be used as a skill-check for a problem that would be projected on the board. Can they do it, or not? If students can’t, they still have a way of moving forward that forces them to think back about prior learning and encourages them to revisit old notes looking for information to put down. (Half-sheet size.)
The third exit slip is much more generic. Some days it’ll be free-choice about which prompt students respond to, and other days I’ll pick which prompt I want them to respond to. I included a picture of a phone on this because I wanted students to view this as an opportunity to have a private conversation with me about where they’re at with their learning. (Quarter-sheet size.)
The last two are about error analysis and critical thinking. (Half-sheet size.) The first of the two focuses more on critical thinking. I will project a problem on the board that contains an error. Students will copy down the solution process on their papers in Step 1, and then point out where an error occurred (they are not to fix it). In Step 2, I included the types of errors from Sarah’s post and students have to justify why they think it’s the type of error that they chose. From there, in Step 3 they must reflect upon what information is understood by this person and what is not to compile a list of three questions that could lead to future success when solving a problem like this.
The second of the error-analysis slips focuses more on the math side of things. Students will identify what went wrong in a solution process that I project onto the board, and then correctly solve the problem, themselves. From there, they will write out a helpful strategy or reminder that should be used for problems like this, and will then create their own practice problem that would allow the student who made the mistake to implement the suggested strategy and show that they learned from their mistakes.
Q: How do you use exit slips in your class? Do you have any templates that you use?
If you’d like to use these in your own classroom, you can download them from my TpT store.