Part of the Process

Thoughts on becoming a teacher.


4 Comments

Exit Tickets

I’ve had mixed feelings about exit tickets. As a student, I’ve felt frustrated when they are given out without adequate time to fill them out. I’ve felt like they put pressure on me. But, I’ve also seen them as a way to have a personal conversation with my teachers. Because of my mixed feeling about exit tickets, I was a little hesitant to introduce them to my class. I ended up using them three times this week, and the information I gained from them was really helpful.

Three days this week for math class, I asked students to fill out an exit ticket with two content related questions, a self-assessment question and a question asking them to identify how they could extra help if they need it. The content questions provided me with a quick and simple tool for assessment. It only took a few minutes to get an idea how every student in the class was doing. I like the self-assessment question for two reasons: I can easily get a sense of who needs additional support and it provides a way for my students to take ownership of their own learning. The last question, where they identify how they can get additional help if they need it not only promotes a sense of ownership, but allows me to get to know my students and their study habits a bit more. For example, I can see that D feels most comfortable asking his parents for help, H actually uses the online textbook tutorials and J likes to ask students at his table group for help.

Using exit tickets this week also allowed me to have evidence of student learning to share during post observation conferences. It was great to have an assessment that I could go through in just a few minutes. When asked what I thought students had learned, I could easily point to evidence from the exit tickets (in addition to other evidence). I know they don’t give the whole picture, but I feel like they are a valuable tool. I even had a student ask if we were going to do them more often, because she really liked them.

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