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'digging' to find misconceptions in student learning

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'digging' to find misconceptions in student learning

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Always make sure to take the time to gather data to check what students know at the end of a session

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yellow card/green card- do you get it or do you need more help?

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ensuring we are using the data from an exit tickets to inform future planning 

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ensuring we are using the data from an exit tickets to inform future planning 

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How differentiation can be done in an exit ticket.

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How differentiation can be done in an exit ticket.

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Can we use DT for exit tickets, eg PLICKERS, SeeSaw?

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Can we use DT for exit tickets, eg PLICKERS, SeeSaw?

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Good behaviour/ being on task does not mean the same thing as learning

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Use exit tickets for a target group instead of the whole class- can be time consuming

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exit tickets need to be specific and be able to answer and mark quickly

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Use the formative assessment Drive to support the use of exit tickets and other forms of formative assessment- share with teams and check in

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success is "how well students learned it" not how well it was taught.

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success is "how well students learned it" not how well it was taught.

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A quiet learning space does not mean students learning and understanding

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A quiet learning space does not mean students learning and understanding

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if and how teams are planning for exit tickets

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Quick check for understanding by posing a question EG: fiction or non fiction, how many tens are in this number? etc

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Are we backwards mapping our sequences of learning to know exactly what to target in the exit ticket? (to help determine if students are ready for the next sequence of learning/ if they need to consolidate)

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exit tickets are for PLT inquiry students only in subjects

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exit tickets are for PLT inquiry students only in subjects

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Divide, dig, decide

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check for understanding, misconceptions, next steps