Class is done. We’ve learned a lot. We’ve tried some new things. We’ve had some great discussions.
So … now what?
How can we make the most of the end of class? How can we tie a bow on a day of class to wrap everything up?
An exit ticket gives us that opportunity — much like bell-ringer activities help us kick class off effectively.
The name “exit ticket” makes it sound like you need a ticket to exit the room, but exit tickets are final quick check-ins with students before class wraps up.
In an article in the publication Educational Leadership by ASCD, Robert Marzano explains that there are four kinds of prompts teachers often use with exit slips — prompts that …
They’re a pretty versatile tool. We can use exit tickets one day as formative assessment and on another day to check in on students’ feelings to learning.
Armed with this data, it can inform your instruction instantly — as soon as the next day or even later on in that same day!
The traditional way of doing exit tickets is with slips of paper. That’s totally fine. But we do have plenty of digital options that give us variety.
The great thing about many of these is that you can re-use them. For many, you can create them once and use the same (or similar) questions and templates without having to reinvent the wheel.
Here are some digital tools and ideas for using them for using digital exit tickets in the classroom.
Use Socrative (socrative.com) for to ask a quick question or do a quick poll at the end of class. The quick question option lets you ask a super-fast open-ended or multiple choice question. Plus, Socrative has a built-in exit ticket option, asking students …
Benefits: It’s fast and summarizes your info quickly on one screen.
Creating a quick Google Form (forms.google.com) can let you customize your exit ticket experience. Building your exit ticket with Forms, Google’s survey tool, lets you add a variety of question types. Plus, you can also display videos, images and text. The drag and drop interface of Google Forms makes it pretty easy to pull together an exit ticket. When you’re done, use the “Send” button to give your students a link. View results in the “Responses” tab and even export them to a spreadsheet.
Benefits: You get more question types and multimedia. You can view graphs of responses quickly.
Pear Deck (peardeck.com) works with slide presentation tools (easiest, in my opinion: Google Slides, with the Pear Deck add-on) to make slides interactive. Have a quick slide deck pre-created for the end of class. Design slides visually — or use the pre-created slides in Pear Deck’s slide library in the Google Slides add-on. Students interact on their screen, drawing, dragging and typing. Pear Deck has a paid premium version, but there’s a lot you can do with its free version.
Benefits: Questions are visual, hands-on and interactive.
Using Flipgrid (flipgrid.com) as an exit ticket means you get to see and hear your students via video. Create a simple prompt. Give your students a link to it — or assign it in Google Classroom — or provide students the QR code to answer it. Students respond in their browser (or with the mobile app). It’s one thing to see text on a screen. It’s another to be able to read your students’ body language and vocal intonation.
Benefits: You can learn more from watching how your students answer via video sometimes.
Like the idea of video responses but prefer to respond with audio? Synth (gosynth.com) makes responding with your voice digitally feel like a conversation. Students can leave short audio responses to a question — perfect for exit tickets. But they can also respond to each other’s recordings, making it feel more like an asynchronous conversation over time.
Benefits: This lets you hear your students’ voices — and lets them practice answering with their voices.
You’re likely familiar with this classroom staple by now. We often use Kahoot! (kahoot.com) for reviewing. However, we can also use it for exit tickets. Create a new survey Kahoot! instead of the traditional quiz game. Surveys still have multiple choices, but they aren’t scored. It takes the competitive edge off and lets students be more thoughtful with their answers.
Benefits: It uses a familiar interface that students likely connect to having fun. Plus, students can answer quickly and easily.
Google Slides is for way more than oral presentations in front of class! Create a new slide presentation and share it with students, making it “everyone can edit”. (Instructions in this blog post.) Each student gets a slide on the slide deck for responding. Give students a question or prompt to respond to at the end of class. Note that everyone can see everyone’s slides, so this wouldn’t be ideal for fact recall or for sensitive personal questions. Because of the design freedom in Google Slides, it opens up what students can create for you quickly!
Benefits: The design tools mean students can quickly make something visual with text, images, lines, shapes, etc.
Formative (goformative.com) is like using Google Forms in some ways. But it offers even more flexibility. There are TONS of question types. One of my favorites is the “Show Your Work” question where students draw their answers. If you ask multiple-choice questions, it will autograde the responses.
Benefits: Have students draw their answers using the “Show Your Work” question type.
Using Poll Everywhere (polleverywhere.com) lets you create a quick poll with lots of options. You can add images to your polls and even rank items instead of just choosing one.
Benefits: Ask students to rank multiple items.
Teachers love Seesaw (seesaw.me) because it creates a digital learning community. It’s a bit like social media (think Facebook) for the classroom. For exit tickets, students can post to their Seesaw classroom and snap a picture of what they’ve been working on. They can even annotate it by drawing and labeling.
Benefits: Marking up images can help students show what they know.
Technology opens up lots of opportunities to assess, create and gather data in unique ways.
That doesn’t mean we HAVE to use technology, though. Sometimes, the data we want to gather can be done faster — or more meaningfully — without technology.
Here are some ideas:
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