Exit Tickets across the Curriculum Proving what your students actually know about any topic of study Corbett Harrison Northern Nevada Writing Project

Today’s Exit Ticket Question: (please write this question on the blank page behind your packet’s cover) Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Please self-rate your ability to answer this question before we begin…from 0-10 10

My Exit Ticket Process (page 1 of packet) Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? My Exit Ticket Process (page 1 of packet) Students self-assess their ability to answer the question before the lesson begins. Students are reminded to think about the question as they learn. Teacher scans students’ answers to determine if any re-teaching needs to happen Before learning about a topic, students read a posted question about the topic out loud. Students are given five (or so) minutes to write a thoughtful answer to the question once the learning has happened. Students learn about the topic from the teacher and provided resources. I think the out of order headline should be at the top of the slide—it may be confusing to some one not in your inservice. These are out of order. Work with a neighbor to determine the correct order of these six steps.

Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Correct Order (…because I know we can’t go on until you know if your answer is right!) Before learning about a topic, students read a posted question about the topic out loud. Students self-assess their ability to answer the question before the lesson begins. Students learn about the topic from the teacher and provided resources. Students are reminded to think about the question as they learn. Students are given five (or so) minutes to write a thoughtful answer to the question once the learning has happened. Teacher scans students’ answers to determine if any re-teaching needs to happen Perhaps a definition of NLR would be helpful? Create a simple non-linguistic representation for each step that can fit in the six boxes on page 1.

My Rules for NL-Representations: (see page two of packet) Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? My Rules for NL-Representations: (see page two of packet) You NL-Representation must stand for the entire idea, not just part of it. It should mostly be pictures. Artwork is not evaluated. Your ability to explain the NL-Representation is. Numbers and symbols are encouraged. Words are not. You may use only two words maximum with each NL-Rep.

Look at the ten Exit Ticket Questions Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Look at the ten Exit Ticket Questions (on page 3) Work with a partner. Use the Kids-Style verb list on page 4 to determine the Bloom’s level of each question. Several questions probably land in more than one of Bloom’s levels. If you finish the questions on page 3, do the same for the six questions on page 4. The best Exit Ticket Questions push students to think at a pre-determined level. Question-writing can be hard!

Build Different Bloom’s-inspired Objectives Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Build Different Bloom’s-inspired Objectives (on page 5) Look at the six example objectives (which inspired the six questions on page 4) Think of content-based topic you’re starting in the next month or two. Use Bloom’s verbs on page 4 to build your own example. Ask, “Which objective is most appropriate for my students and my expectations.” Once you have decided on an objective, it becomes easier to write a quality Exit Ticket question.

Where We are in this Presentation: Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Where We are in this Presentation: Introduce today’s Exit Ticket question. Topic: Writing Challenging Exit Ticket questions/tasks Topic: Teaching an Exit Ticket format to students Topic: Assessing Exit Tickets for skills of writing Conclusion: Write an answer to today’s Exit Ticket question done done next soon Yes, this one will really happen!

Today’s Exit Ticket Question: (please write this question on the blank page behind your packet’s cover) Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Please self-rate your ability to answer this question before we begin…from 0-10 10

Please look at page 6 in your packet Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Please look at page 6 in your packet These are the four formats of Exit Tickets that we will be discussing and that you will prioritize in order to answer today’s Exit Ticket question. There are dozens of other formats that can be chosen and used. I am only showing four today. I hope if you think of a different technique not listed here, you will share it with your colleagues. Be sure to notice the instructions on how to find all these formats (and other Exit Ticket resources) on-line.

Hamburger Paragraph Exit Tickets Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Hamburger Paragraph Exit Tickets (pages 7-12) Look over these resources with a partner for seven minutes. Be sure, at the end of seven minutes, you can both discuss: What is a hamburger paragraph? How might these resources help me teach my students to write high-quality Exit Ticket responses that are hamburger paragraphs.

Important Book-inspired Exit Tickets Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Important Book-inspired Exit Tickets (pages 13-15) Now that you’ve heard a passage from the original book and looked at some student samples, let’s talk about assessing this type of Exit Ticket. Pretend you were going to design a rubric for this type of Exit Ticket. This rubric would be shared with your students before they ever wrote one. I’ve listed twelve possible criteria that you might consider including on your rubric on page 15. If you only had space on your rubric to use three of these, which would you include? Why? Discuss with a neighbor.

Non-Linguistic Exit Tickets Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Non-Linguistic Exit Tickets (pages 16-17) Look at the Exit Ticket question halfway down on page 16. What level of Bloom’s does this question “dig for”? The beauty of the NL-Representation format is that, even if the question is low-level, the process of creating an original NL-Representation as part of the answer takes students very deep into Bloom’s levels. Look at the example on the bottom of page 16. Which of the three NL-Representations shows the deepest level of thinking, in your opinion. Be sure to see blanks on page 17. Students would need good modeling to learn this format of Exit Ticket.

Today’s Exit Ticket Question: (please write this question on the blank page behind your packet’s cover) Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Please self-rate your ability to answer this question…from 0-10 10

Haiku Riddle Exit Tickets Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Haiku Riddle Exit Tickets (pages 18-20) You can’t answer today’s Exit Ticket question without seeing format #4, which are inspired by a book by Jack Prelutsky. Haikus are challenging to write. You must convey an image or idea with very few tools: either 17 syllables or 17 words. Look at riddle examples on page 19. Don’t peek at answers. Which ones can you guess correctly? On page 20, write two haiku riddles from your own content, inspired by two current vocabulary words. Be prepared to share.

Today’s Exit Ticket Question: (please write this question on the blank page behind your packet’s cover) Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Please self-rate your ability to answer this question…from 0-10 10

Where We are in this Presentation: Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Where We are in this Presentation: Introduce today’s Exit Ticket question. Topic: Writing Challenging Exit Ticket questions/tasks Topic: Teaching an Exit Ticket format to students Topic: Assessing Exit Tickets for skills of writing Conclusion: Write an answer to today’s Exit Ticket question done done done now …And finally.

Assessing Exit Tickets Today’s Exit Ticket Question: Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Assessing Exit Tickets (pages 21-22) Please read introduction on page 21, then highlight six to ten skills from all six combined lists that you would feel comfortable assessing if reading student exit tickets. Think about which of the four formats you’d probably use the most, then choose JUST THREE of your highlighted skills that make the most sense with that format. Design a three-criteria rubric to share with your students before they write exit tickets.

Today’s Exit Ticket Question: (please write this question on the blank page behind your packet’s cover) Which of the four Exit Ticket formats would work best with my content and with my style of teaching? Why? Write an answer, using either of the four formats we learned about today, on the inside front-cover of your packet. Be prepared to share your Exit Ticket answer, either today or at the next staff meeting.