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Student Engagement-Check for Understanding and Feedback

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Student Engagement-Check for Understanding and Feedback

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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.

What can we do with exit tickets?

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 ...

Provide formative assessment data (How would you rate your current level of understanding of what we did today?)

Stimulate student analysis (How hard did you work today? What could you have done to help yourself learn better?)

Focus on instructional strategies (How did the group work today help you understand the content?)

Are open communications to the teacher (What could I do differently to help you understand better?)

Exit tickets are also a research-based best practice for several reasons ...

Exit tickets are 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!

So ... what does this look like in a classroom? What digital tools can help us with exit tickets? I have 10 ideas for both!

BONUS: The Exit Ticket Builder for Google Slides and PowerPoint

Having some ideas for exit ticket prompts can save you time AND help you remix them to meet the needs of your students.

Here I'll share 10 exit ticket prompts ... but let's take it a step further!

These prompts are part of my FREE Exit Ticket Builder template for Google Slides and PowerPoint! With this template, you can quickly add any of the 20 pre-made exit ticket prompts to your slide deck -- then assign it to students.

Flip through the slides below to see all the exit ticket ideas in the Exit Ticket Builder.

Then, make a copy in Google Slides or PowerPoint to assign to your students!

10 ideas for exit ticket prompts

Here are 10 exit ticket prompt ideas that you can use to wrap up your class ...

1. Do you agree or disagree with the topic today? Describe why. If you're studying a topic that has two or more sides, this lets the student decide where he/she stands and why.

2. How are you doing? Just a simple social-emotional check-in can give the teacher valuable information and help the student to feel seen and heard.

10 digital tools for exit tickets

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.

1. Socrative

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 ...

how well they understood the day's lesson (multiple choice)

what they learned (open-ended)

to answer an additional question from the teacher, maybe one you ask verbally (open-ended)

Benefits: It's fast and summarizes your info quickly on one screen.

2. Google Forms

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.

3. Pear Deck

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.

4. Flipgrid

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.

5. Synth

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.

6. Kahoot!

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.

7. Google Slides

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.

8. Formative

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.

9. Poll Everywhere

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.

10. Seesaw

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.

Exit tickets that DON'T use technology

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:

The sticky note mosaic: Grab a few pads of sticky notes of different colors. Tell students what each color stands for: something that know for sure, something they're still unclear on, something they need to tell the teacher, etc. Stick the sticky notes on the board randomly or in groups as they leave. The colors will help you sort them quickly.

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20 ideas for exit tickets in the classroom

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Class is done. How can we end it effectively? Using digital exit tickets can bring closure to your day. Here are 10 you can use tomorrow.

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-Responses not sent to teachers
-PD on all areas of Walkthrough

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Jefferson- Secondary Data Drive Discussion Protocol

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Workshop #7--Whole School ACT Writing Prep.pdf

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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2-7-24 Workkshop with Aaron Yost

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MTECC Initial Meeting

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Jefferson High School- Intervention Instructional Programs

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Jefferson High School 10-20 Presentation. Vocab

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A recent blog post by Tim Shanahan titled "What should morphology instruction look like?" reminded me how important it is to teach students about word parts (i.e., roots, prefixes, suffixes) as a useful tool for determining the meaning of unfamiliar words and growing academic vocabularies.

One of the five components of our Key Vocabulary Routine is Teach Word Learning Strategies, which includes how to look for clues outside the word (use of context) and inside the word (use of word parts) when encountering an unknown word while reading. Outside clues include rereading the sentences before and after the word and using the context of the text. Inside clues come from recognizing meaningful parts of the word, i.e., using morphological knowledge.
Morphemes and Morphological Awareness
Morphemes are the smallest units of meaning in a language. The dictionary defines a morpheme as "a word or part of a word that has a meaning and that contains no smaller part that has a meaning." Morphemes include base words and roots, prefixes, and suffixes. They can be combined in different ways to express particular meaning or to fill grammatical roles. Some morphemes are free - they can stand alone (e.g., cat, walk, govern). Other morphemes are bound - they cannot stand alone and must be attached to another morpheme (e.g., re-, un-, geo, phon, -ed, -ment). Here are some examples:

The word cat contains one free morpheme

The word cats contains one free morpheme (cat) and one bound morphemes (s)

The compound word sandbox contains two free morphemes (sand, box)

The word unfit contains one bound morpheme (un) and one free morpheme (fit)

The word transportable contains three bound morphemes (trans, port, able)

Morphology means the study of word parts, and morphological awareness refers to the ability to recognize the presence of morphemes in words. Research suggests that students can be taught various morphemic elements as a way to determine the meaning of new words (Edwards et al., 2004). Carlisle (2010) analyzed 16 studies about the relation of morphological awareness instruction to key components of literacy development. The findings showed that instruction about word parts was associated with improvements in word reading and spelling, and in determining the meaning of unfamiliar words.
Academic, School Morphemes
Academic vocabulary that must be learned beyond grade three often consists of words that combine a root, prefix, and suffix (e.g., poly + nom + ial = polynomial; manu + script = manuscript). In the upper elementary grades and higher, there are many opportunities to find words in content reading that contain Greek and Latin morphemes. Children in primary grades can begin to learn how morphemes combine by adding common prefixes and suffixes to short Anglo-Saxon words and also compounding them. For example:

jump, jumps, jumped, jumping, jumper

read, reread, reader, nonreader, reading

sunshine, schoolhouse, upstream

There are some limitations to morphemic analysis. Although it is useful, teachers must also make students aware that it doesn't always work. This is because some prefixes are not consistent in meaning (e.g., in- means both not and in). It is also because the meaning of many Greek and Latin roots have changed substantially over hundreds of years, so they no longer lend themselves to literal translation. For example, the literal translation of circumspect should be look around ( circum means around, spect means look), while the real meaning is to be cautious, careful.
Introducing Morphology
One way to introduce word analysis skills is to teach students how words are made up of word parts, and how words can be related in word families, such as the word family below for the Latin root port (to carry).

Keys to Literacy trainers often see examples of teachers using word families when we visit classrooms. Here are some examples:

Another instructional strategy is to have students build word families by providing a main root and then prefixes and suffixes that can be combined with the root to generate words. Word Matrix boxes such as the examples below can be used for this purpose. For more examples, visit Peter Bowers' website
convoy, envoy, convoys, envoys, convoying, convoyed, voyage, voyages, voyaging, voyaged, voyager, voyagers retake, retakes, retaken, retaking, untaken, mistake, mistakes, mistakable, mistakably, mistaken, mistakenly, mistaking, intake, intakes, overtake, overtakes, overtaken, overtaking, undertake, undertakes, undertaker, undertaken, undertaking, undertakings, uptake, uptakes, breathtaking, caretaker, caretaking, takes, taker, taken, taking, takeaway, takeover Teaching Morphology
Here are two additional suggestions from our Key Vocabulary Routine professional development program:

Find opportunistic moments: Often, unplanned moments come up during content instruction to provide examples of word analysis. Words from content vocabulary lists may include common word parts, or an opportunity to make a connection between the root of a new word and a word previously covered in class may arise. Content teachers in particular are in a position to point out examples of words that contain roots, prefixes, and suffixes from content reading material.

School-wide focus: Most of the general academic words that students need to learn are derived words with word parts. A school-wide approach to teaching academic vocabulary involves teachers from different grades and subjects agreeing to focus on a few root words and their associated word families each week or two.

A 2015 piece posted by the Institute for Multi-Sensory Education's blog suggests these strategies for teaching morphology in the classroom based on research by Dr. Nonie Lesaux:

1. Morphology should be taught as a distinct component of a vocabulary improvement program throughout the upper elementary years.

2. Morphology should be taught as a cognitive strategy to be learned. In order to break a word down into morphemes, students must complete the following four steps:

Recognize that they don't know the word.

Analyze the word for recognizable morphemes, both in the roots and suffixes.

Think of a possible meaning based upon the parts of the word.

Check the meaning of the word against the context.

Students also need to understand the use of prefixes, suffixes, and roots, and how words get transformed.
Lists of Roots, Prefixes, Suffixes
There is a significant body of research indicating that instruction of prefixes is beneficial, and many vocabulary researchers recommend instruction of the most common prefixes as the first and best component of word analysis (Graves, 2004; Carlisle, 2007). White, Sowell, and Yanagihara (1989) found that 20 prefixes account for almost 97% of the 2,959 prefixed words that most frequently appear in school reading materials. Given how often these 20 prefixes occur, it makes sense to teach their meaning and use. To access a free list of these prefixes, visit the Keys to Literacy free resources page at our website, and go to the Vocabulary section. You will also find free lists of the following:

Common Numerical Prefixes

Common and Useful Suffixes

Common Greek and Latin Roots

References:
Carlisle, J.F. (2010). Effects of instruction on morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45 (4) 464-487.

Carlisle, J.F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R.K. Wagner, A.E., Muse, & K.R. Tannenbaum (Eds.). Vocabulary acquisition: Implications for reading comprehension. New York: Guilford Press.

Edwards, C.E., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word meanings: Strategies and guidelines for teaching morphemic and contextual analysis. In James, R. Baumann & Edward J. Kame/ennui (Eds.). Vocabulary instruction: Research to practice. New York: Guilford Press.

Graves, M.F. (2004). Teaching prefixes: As good as it gets? In James, R. Baumann & Edward J. Kame/ennui (Eds.). Vocabulary instruction: Research to practice. New York: Guilford Press.

White, T.G., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42.

Joan Sedita

Joan Sedita is the founder of Keys to Literacy and author of the Keys to Literacy professional development programs. She is an experienced educator, nationally recognized speaker and teacher trainer. She has worked for over 35 years in the literacy education field and has presented to thousands of teachers and related professionals at schools, colleges, clinics, and professional conferences.

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Using Morphology to Teach Vocabulary - Keys to Literacy

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Suggestions for teaching vocabulary by analyzing word parts.

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Montana Whole Child Development Competencies

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Montana Whole Child Development Competencies

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Montana Whole Child Skill Development Competencies

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Use the following link to look at MECC Curricular Framework.

https://www.mt-schools.org/curricular-frameworks.html