Teach Like a Champion
Based on the Best-selling book by Doug Lemov
The Exit ticket strategy is a strategy created to be sure that the students understand the material when they leave class and if they don’t then the teacher will be able to know what to improve on for their next class. It is a little quiz that has no more than about three questions that are based on the fundamental principles of the lesson. It is given at the end of class, and reviews the material that was gone over that day. If there seemed to be one question that was consistently wrong on the student’s papers, that helps the teacher to know what are to review the next day, and what areas of her lesson plan that needed to be vamped up. The next day, it is recommended to collectively look at the problems from the day before and work them out so that the student could see how it was supposed to be done.
What is the Exit Ticket?
What research backs up the Exit Ticket?
Classroom Example
I hope to teach elementary school, specifically third grade. I can relate the “Exit Ticket” strategy to when I will be teaching course units in math. Math can have difficult concepts to grasp and it is important to not lose a student in math, because once they are lost it is extremely hard to catch them back up on the material. The “Exit Ticket” strategy would provide me with a way to gauge how well I am teaching the material and how well the students are able to grasp the concept of concepts. I will then be able to tell where I need to go back and elaborate or better teach a concept. A practical example would be when I will be teaching how to tell time in my class. Telling time can be complicated and there are many factors involved in it. First you must identify which hands are which on the clock, the long one is minutes and the short one is hours. Then you must be able to tell how many minutes it is by looking at the placement of the hand on the face of the clock. This will involve being able to show that you can count by fives for each hour number on the face. Then you would go into the special ways to tell time (half-past, half-til, quarter til, quarter after). These are concepts that I would be able to easily ask one simple question for each part. If I saw that the students were having trouble with the concepts of a quarter past or a quarter until then we could work out the problem the next day in class, and review the concept again until it made better sense to the students.
Working out the problem with the class the next day would be an example of Vygosky’s theory of guided participation (where the teacher guides the student through the activity step by step). This strategy could also be effective for students who may have LD (learning disability) or ID (intellectual disability) because it is proven that repetition and a slower pace are more effective for the student to retain and recall information. Rehearsal and repetition will also aid all of the students to commit the content to their working memory and then eventually to their long term memory. Another reason this method would be effective is because one of the Meaningful Learning Strategies is elaboration. Elaboration is when you connect new information to old information and you ask questions so that you can better process the information. Also, if the students are conditioned (an unconscious behavior performed after being trained; unbeknownst to the student), they may begin to self-initialize themselves to checking their work when they find something that they did wrong or did not work out the way that it was intended to work.
This is another teacher's example of the strategy, "Exit Ticket"