Exit tickets, a tool for accountable learning

•Télécharger en tant que PPT, PDF•

1 j'aime•4,327 vues

A brief how-to using exit tickets to support student accountability and constructive teaching. Sourced and adapted from slideshare.

Formation Technologie

Exit tickets A tool for formative assessment

Training opportunities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Not a new idea, but yields many dividends ,[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment for Learning ,[object Object],[object Object],[object Object],[object Object]

Explaining Exit Cards to students… ,[object Object],[object Object],[object Object]

Time sink, or time saver? ,[object Object],[object Object]

Time out of the lesson? ,[object Object],[object Object],[object Object],[object Object]

EL, RSP, 504s… better assessing and meeting their needs ,[object Object]

Exit tickets in response to differentiated instruction ,[object Object],[object Object],[object Object]

Variations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Contenu connexe

Tendances

Questioning For Coaching

stevelong64

DMI Session 2

Glenn E. Malone, EdD

LtoJ Consulting Questionnaire Results

ltojconsulting

25thseptemberalg2

Anas Lahrichi

Pace and challenge

MrsMcGinty

Using ls as in class 2015

MrsMcGinty

1. Introduction.2. Definitions from the experts.3. construct.4. steps of muddiest point.5. advantages of muddiest point.6. Disadvantages of muddiest point.7. Conclusion. Definition From the Experts : 1. The teacher asks student, at the end of the teaching session, to write down (on a card/online) the answer to the question “what was the muddiest point/most confusing point addressed today ?” or any similar question (Angelo and Cross, 1993).2. Students’ feedback checked to handle the problem (in a handout next session, an e-mail to clarify the confusing point, or recapping the confusing points at the start of next session, repeating the whole session if there are many confusing points or even revise course content) (Mosteller, 1989)3. Muddiest point provides useful information about student in a short time compared to traditional assessment tools (Teaching resources center, 2002 as cited in bruce, 2005). 4. Muddiest point Helps in planning revisions for future courses (Clarson, 2015). 5. Muddiest point is “a learning experience — particularly when feedback is the result of group discussion” (Race, 2006)

Muddiest point

Retno Handayani

Teaching and learning top ten april 2015

MrsMcGinty

Students Misconception Series – Science (Part 1)

Educational Initiatives

MUDDIEST POINT

Carlos Lemus

Developing Expert Voices

Logo visual thinking

Assessment

Open House 2

Math413assessmentf09

AutomataTutor at ExCape14

Loris D'Antoni

Learning Partner (Student-Managed Teaching)

EllaRebullar1

Afl Mat

douglasgreig

Tendances (18)

Questioning For Coaching

DMI Session 2

LtoJ Consulting Questionnaire Results

25thseptemberalg2

Pace and challenge

Using ls as in class 2015

Muddiest point

Teaching and learning top ten april 2015

Students Misconception Series – Science (Part 1)

MUDDIEST POINT

Developing Expert Voices

Logo visual thinking

Assessment

Open House 2

Math413assessmentf09

AutomataTutor at ExCape14

Learning Partner (Student-Managed Teaching)

Afl Mat

Similaire à Exit tickets, a tool for accountable learning

SJASD New Teacher Assessment

jcordovasjsd

10 Innovative Formative Assessment Examples for Teachers

Jessica Salatambos

Creative Assessments for KS3

GeoBlogs

Secondary Session 4 A 09

Sharon Seslija

20 Assessment Strategies.pptx

AbdullahiTahiruSaraj

Advancing Teaching and Learning Conference

Lisa DuBois Low

Classroom assessment techniques 091

frdukes

K. Adams, Canterbury Colloquium, assessment

Susan Gebhard

Directions: This is for a STEM Education Course. This is due within 30 hours! Must use original work. Answer each discussion post in 150 words and each response in 100 words, must be APA style. Discussion Question 1: Differentiation is the intersection where instruction meets students. Differentiation in assessment is important to meet the needs of the diverse students in a classroom. Discuss 2-3 formative assessments teachers can use during instruction for a reference of student comprehension to quickly modify and adjust instruction. Response 1: Stefanie wrote: Formative assessments are assessments for learning, they check for understanding along the way to guide a teacher in their decision making about future instruction, help teachers to differentiate instruction based on what students need, and give students the feedback they need to improve their performance (Dodge, n.d.). Varying the types of assessments used within the classroom gives a more accurate picture of what students understand and know. Using at least one formative assessment daily give the teacher the ability to assess and evaluate the quality of the learning that is taking place within the classroom, letting them know how to help students on their way to mastery (Dodge, n.d.). When looking to use assessments to differentiate instruction, teachers must use assessments as the source of information that it is, for both the teacher and the students, take the information that was learned from the assessment and create a high-quality corrective instruction as a response, and give students more than chance to demonstrate their success (Dodge, n.d.). Using formative assessments while in the process of teaching the information allows for teachers to know who needs their attention right now, who needs the information presented differently, and what students are not being challenged enough and therefore are not learning anything new because they have zoned out (Dodge, n.d.). Entry slips and exit slips allow for teachers to see what students remember from previous classes. Exit slips can be sorted into three piles, students that got the point, sort of got the point, or ones that did not get it (Thomas, 2019). The question does not always have to be generated by the teacher, it can be as simple as asking students to write for one minute about what they think is the most meaningful thing they learned (Thomas, 2019). Example prompts are: What are three things you learned, two things you are still curios about, and one thing you did not understand? (I really like this one) How would you have done things differently today, if you had the choice? What I found interesting about this work was…….. Right now I am feeling…….. Today was hard because…….. These sample prompts on exit slips do not allow for the teacher to adjust instruction on the fly but can give direction for the following day. These same questions may also be used on an entry slip about information from the previous day, allowi ...

Directions This is for a STEM Education Course. This is due withi

AlyciaGold776

Differentiated instructions

Cordova Public College and University of Cebu-LapuLapu-Mandaue

LAYOUT

JasTene Joe So'Real

EV682 planning to teach and facilitate learning

MikeHayler

Session 2.pptx

NabaeghaNajam1

Objective and subjective performance measures

Differentiation

Exit slips

Group presentation

Whole class feedback_guide(1)[1]

Nina Moore

Assessment Session for New Teachers

jcordovasjsd

Purple for progress staff training v2

bdavis2014

Similaire à Exit tickets, a tool for accountable learning (20)

SJASD New Teacher Assessment

10 Innovative Formative Assessment Examples for Teachers

Creative Assessments for KS3

Secondary Session 4 A 09

20 Assessment Strategies.pptx

Advancing Teaching and Learning Conference

Classroom assessment techniques 091

K. Adams, Canterbury Colloquium, assessment

Directions This is for a STEM Education Course. This is due withi

Differentiated instructions

LAYOUT

EV682 planning to teach and facilitate learning

Session 2.pptx

Objective and subjective performance measures

Differentiation

Exit slips

Group presentation

Whole class feedback_guide(1)[1]

Assessment Session for New Teachers

Purple for progress staff training v2

Plus de Curtis Hunter

PLTW Parent Night Presentation

Ch. 2 Minerals

Ch. 25

Ch. 24

Phes ch22

Ch. 20.1

Ch. 21.1 and 21.2

Ch. 20.1

Ch 19 v2

Ch 19 air_pressure_wind

Curtis Hunter

Unit 7 clouds and precipitation (18.3)

Curtis Hunter

Ch. 17.1 powerpoint lecture notes

Curtis Hunter

Ch. 4 12 angry men_movie_quiz

Curtis Hunter

Finding nemo unit 5

Curtis Hunter

Twelve angry men ch. 4

Curtis Hunter

Sociology blog assignment

12 angry men ch. 4

Unit 5 pt.2

Unit 5 pt.1

Chapter 15.2 quiz

Plus de Curtis Hunter (20)

PLTW Parent Night Presentation

Ch. 2 Minerals

Ch. 25

Ch. 24

Phes ch22

Ch. 20.1

Ch. 21.1 and 21.2

Ch. 20.1

Ch 19 v2

Ch 19 air_pressure_wind

Unit 7 clouds and precipitation (18.3)

Ch. 17.1 powerpoint lecture notes

Ch. 4 12 angry men_movie_quiz

Finding nemo unit 5

Twelve angry men ch. 4

Sociology blog assignment

12 angry men ch. 4

Unit 5 pt.2

Unit 5 pt.1

Chapter 15.2 quiz

Dernier

𝐋𝐞𝐬𝐬𝐨𝐧 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬: -Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications. -Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.

Understanding Accommodations and Modifications

MJDuyan

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Pooja Bhuva

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

Tatlong Kwento ni Lola basyang-1.pdf arts

Nbelano25

SOC 101 Demonstration of Learning Presentation

camerronhm

Fostering Friendships - Enhancing Social Bonds in the Classroom

Pooky Knightsmith

How to Manage Global Discount in Odoo 17 POS

Celine George

Graduate Outcomes Presentation Slides - English

neillewis46

Philosophy of china and it's charactistics

hameyhk98

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

annathomasp01

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

Pooja Bhuva

On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx

Pooja Bhuva

ICT role in 21st century education and it's challenges.

MaryamAhmad92

NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...

Amil baba

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Nguyen Thanh Tu Collection

80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

Nguyen Thanh Tu Collection

Accessible Digital Futures project (20/03/2024)

Jisc

Python Notes for mca i year students osmania university.docx

Ramakrishna Reddy Bijjam

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

Nirmal Dwivedi

Food safety_Challenges food safety laboratories_.pdf

Sherif Taha

Dernier (20)

Understanding Accommodations and Modifications

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Tatlong Kwento ni Lola basyang-1.pdf arts

SOC 101 Demonstration of Learning Presentation

Fostering Friendships - Enhancing Social Bonds in the Classroom

How to Manage Global Discount in Odoo 17 POS

Graduate Outcomes Presentation Slides - English

Philosophy of china and it's charactistics

COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx

ICT role in 21st century education and it's challenges.

NO1 Top Black Magic Specialist In Lahore Black magic In Pakistan Kala Ilam Ex...

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

Accessible Digital Futures project (20/03/2024)

Python Notes for mca i year students osmania university.docx

UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf

Food safety_Challenges food safety laboratories_.pdf