This year I’ve been trying to use “exit slips” at least once a week in my classes. They’re to let me know whatever I want to know. Do my kids have any questions? Did they take away what I hoped they’d take away from class? Can they actually solve a problem we were supposed to have mastered a couple days ago?
What they’ve really done for me is highlighted how little my kids learn — especially my tenth and eleventh graders — in class. And how much more time I need to build into my plans to have them practice problems and ask each other questions and, well, basically go through that time to struggle in front of me. Of course where that time will come from, I don’t know. But I need to find it.
But I’m amazed and horrified that I have never done this before. It’s the most eye-opening thing to be able to know exactly what your kids can do. And even when I felt like I did a bang up job in a class, and I thought my kids were getting it from walking around and watching them work, how there were a good number that didn’t. A good number that I wouldn’t be aware of before the summative assessment.
Anyway, I thought I’d share with you the exit slips I’ve used in my Algebra II and Calc classes. I repeat to my students that these aren’t a test in any way. They’re for ME to know what they’re understanding and what they’re not so I can better help them. And they’re for THEM to get a sense of how well they understand stuff we’ve done in class, so they know if they’re on top of the material or not. Plus I get to identify and address misconceptions, and also bad notation!
Without further ado:
If you use exit slips, or something similar in your class, please throw down any tips you might have for what works for you — what kinds of questions you put on there, what are the types of questions to avoid, what specifically and concretely do you do with the information once you’ve gathered it, etc.?