# data[].attributes.body
Lets you add graphics and visuals to exit tickets

# data[].attributes.body
Chart paper placed around the room on the wall. Students walk around the class in a circle and brainstorm ideas on each paper. When the carousel stops, students discuss the comments from the brainstorm.

# data[].attributes.body
students write down 3 things they learned from the lesson, 2 questions they have, and 2 things they want know more about, and 1 question they have

# data[].attributes.body
Portfolios -

A collection of evidence to demonstrate mastery of a given set of concepts.

# data[].attributes.body
Students work together to fill out two sides (opinion, facts/ main idea/supports).

# data[].attributes.body
Observations and Checklist

# data[].attributes.body
Color Cards—Students rate their knowledge:

Red (I’m completely lost)

Yellow (Slow down, I'm struggling a bit)

Green (I've got it, it's all good)

# data[].attributes.body
Have students complete a simple worksheet with 1-2 questions on it and then have them self-check as you go through it together as a class. Students can easily see what they got right/wrong and then reflect on what they know and don't know.

# data[].attributes.body
Reflection on personal experience, on different books we read, or for the quote of the day

# data[].attributes.body
Have the students solve a problem or draw a picture on a whiteboard and show the teacher to demonstrate understanding of a concept.

# data[].attributes.body
I like the formative assessment of creating collages. For one this engaged the artistic and visual learners in the multiple intelligence theory. Another reason is that it is accessible to students with language, motor and cognitive differences.

# data[].attributes.body
Have students fill out a form at the end of the day. 3 things I leaned, 2 things I found interesting, and 1 question I have.

# data[].attributes.body
Give students a rubric and have a chart on the board. They can put their name on the back of a sticky note in the column they think is appropriate for how they did. Another way is to use a thumbs up/sideways/down

# data[].attributes.body
Students circle an emoji about how they are feeling after a lesson and then explain why they are feeling that way in terms of the lesson...EX: Frustrated because they don't feel like they understand how to subtract. EX: Happy because they got all the practice questions correct.

# data[].attributes.body
Different types of assessments that include movement such as dance, exercise, skits/commercials

# data[].attributes.body
Students make something out of playdoh that they learned from the lesson.

# data[].attributes.body
Think-pair-share

Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.

# data[].attributes.body
Hand signals

Hand signals can be used to rate or indicate students’ understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.

# data[].attributes.body
Students will respond to a prompt by sharing 3 things they have learned from the lesson, 2 things they want to know more about, and 1 question they have.

# data[].attributes.body
Log notes taken during class, assignments, observations, problem-solving, etc. from the lesson/unit. Check learning logs for understanding

# data[].attributes.body
List 3 things that a fellow student might misunderstand about the topic.

# data[].attributes.body
In this activity, the teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt.

# data[].attributes.body
Challenge students to draw a doodle to show what they learned instead of writing about it. This may appeal to more visual learners.

# data[].attributes.body
go around to each student and stamp their paper/notebook if they have complete the assignment or task. This gives the students immediate visual feedback that you approve of their work. Students will be motivated to get their work. It allows teachers to visually check where students are at that moment (formative assessment)