Skip to main content

Sample Exit Slips

By Tim Pappageorge
Sample Exit Slips
Here are three areas to draw from, with a range of samples to stir your thinking!  I use exits slips 2-3 times per week at the high school level of teaching.
Examples of Cognitive-Skills Type Exit Slips:

Task Analysis
What are the three most important details in this chapter, task, lab, activity?

Predict
What do you predict will happen when we … mix the compounds together.. find out about Leonardo da Vinci’s notebooks…learn about carcinogens…?

Ask!
Write a question about an aspect of the material that confuses you.

Write a question about the material that you think would be a good short answer/essay question on tomorrow’s test.

Write a question about the material/lab/activity in how it relates to your life?

Picture It!
Draw a diagram or picture of the reading/lab/activity.  Make the important aspects or details more prominent.
Examples of Affective-Type
Exit Slips:

Enjoyment
How well did you enjoy the lab, activity, reading, etc.? 

What factors do you think influenced your enjoyment of the task, reading, lab, etc.?

Cooperative
How did you help another student become successful today?  Did you enjoy working with your classmates today?  Why, why not?

Rate your group’s teamwork today.  What types of improvements could you make on teamwork, if any?

Attribution
What types of problems did you find to be most interesting or difficult in this activity?
Examples of Epistemology-Type Exit Slips:

Personal
What types of things does a real historian/scientist/ poet/actor/nutritionist, etc. consider when doing today’s activity? 

Study like a Historian!
It is often said, “Don’t believe everything you read” or “Don’t believe everything you hear.”  In History/English why is it important to be critical of what we read/did/studied today?

Think Scientifically…
Scientists are always creating guesses called hypotheses and then testing cause and effect.  How did we show these ways of thinking in lab/reading today?

1. Given what your class is studying right now, can you think of a door pass prompt for each of the three categories?

2. How often do you imagine it would be ideal to do a door pass (either entrance or exit slip) in your class? 

Comments

Post a Comment

Popular posts from this blog

5 Things I Wish I had Known When I Started Teaching Independent Reading

By Tim Pappageorge
I was a high school English and Reading teacher. I got thrown into teaching reading classes in a new job based on coming from a school district that had a reputation for providing “Content Area Reading” training. I taught reading classes for nine years. I was a high school reading specialist whose job was to provide job-embedded professional development to teachers who were trying to increase the effectiveness of their literacy instruction. Now I am a PK-12 curriculum coordinator working in a school district that is gradually implementing a reading workshop approach in middle and high school. If you have read Mosaic of Thought , In the Middle,    The Book Whisperer , or Book Love and if you have already implemented reading / writing workshop in your middle and high school class this blog-post might be a simplistic rehash of what much more experience teachers have to say. Or it might validate your thinking. If you are skeptical or curious about independent reading for s...
2 comments
Read more

Conceptual Inquiry Project

By Tim Pappageorge
Conceptual Inquiry Project It's year-long! As part of a yearlong research project, juniors at MEHS research a thematic topic of importance such as Truth, Beauty, Justice, Honor, Same/Other, etc. This month, they continue their inquiry by finding one book-length reading of non-fiction to fuel their knowledge and also listen to two radio documentaries on the topic. We offer them this list of sources: Multi-modal Inquiry PRX: http://www.prx.org/ NPR: http://www.npr.org/ Radio Lab: http://www.radiolab.org/ Re: sound: http://www.thirdcoastfestival.org/library This American Life: http://www.thisamericanlife.org/ Ideas: http://www.cbc.ca/ideas/ The Next Big Thing: http://www.wnyc.org/shows/tnbt/2006/jan/ Fresh Air: http://www.npr.org/programs/fresh-air/ Snap Judgment: http://www.snapjudgment.org/ I am so excited to see how the students' understandings of their topics--understandings that have been building of the course of the whole school year--will grow and develo...
Post a Comment
Read more

Text Complexity by Declan

By Tim Pappageorge
Here, Declan explores text complexity. What is so highly significant about his insights here is that they help students to make meaning when they interact with texts. If we want to have a significant impact on students, we need to set the stage for them to find meaning.   Thank you for your thoughtful post, Declan!   -- Teachers of Significance Task Complexity Deserves Attention By Declan Fitzpatrick I’m a curriculum coordinator which means most people don’t know what I do with my time. Luckily I get to spend a lot of time working with teachers developing units, lessons, and assessments. We decide what units go into a course, what books go with which units, and how students will demonstrate their increasing mastery of important literacy skills. It is my job to make the case to the school board that we know what we’re teaching, and we really are teaching the right things. In my professional ...
1 comment
Read more