Exit Strategies. EXIT CARDS We have been learning about Explain or depict your understanding of this important issue. What questions do you have about.

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Presentation transcript:

Exit Strategies

EXIT CARDS We have been learning about Explain or depict your understanding of this important issue. What questions do you have about this topic?

EXIT CARDS We have begun a study of. List and identify three examples of that were discussed in today’s lesson.

EXIT CARDS On your Exit Card--- Explain the difference Between and. You may wish to give some examples of each as part of your explanation.

EXIT CARDS On your exit card--- Explain the difference Between and. Give some examples of each as part of your explanation.

3-2-1 Summarizer After today’s lesson I remember--- 3 facts that aided my understanding of. 2 important people from this lesson. 1 thing I really liked about today’s lesson.

Squaring Off Whole Group Assessment 1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge. Rarely ever Sometimes Often I have it! Dirt road Paved road Highway Yellow brick road 2.Tell the students to go to the corner of the room that matches their place in the learning journey. 3.Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Yes/No Cards Using a 4x6 index card the student writes YES on one side and NO on the other. When a question is asked the students hold up YES or NO. 1.Ask the students if they know the following points from the lecture and what they mean. 2.Call out a word or phrase. If a student is holding a YES they may be called on to give the correct answer. 3.Remind them that if they don’t know the concepts that it’s OK and they should listen carefully to the answers given to understand. YES NO Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Thumb It! Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied. Where I am now in my understanding of ______? Up Sideways Down I know a lot I know some I know very little Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

Fist of Five Show the number of fingers on a scale, with 1 being lowest and 5 the highest. Ask, How well do you feel you know this information? 5.I know it so well I could explain it to anyone. 4.I can do it alone. 3.I need some help. 2.I could use more practice. 1. I am only beginning. Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.