- While the last three types of exit slips are interesting, I definitely would use the first type most.
- The easiest way for me to do this would be to create a question or two ahead of time and pass out index cards at the end for them to respond.
- What happens if you don't get through the lesson and your exit slip question doesn't apply (yet)? I guess that's where the other three types come in.
- I want to mostly give students problems for the exit slip. Could I them group them by common errors the next day and see if they can find their error as a group without me telling them? Could this be a way to receive immediate feedback in a social setting? Does that mean I need to give them another problem to use that feedback effectively?
- Would it be acceptable/effective to have the problem fully worked out and projected and ask students to identify their error and write it down on the index card? This incorporates writing and feedback. Would there be a more useful way to organize this so students can refer to their common errors moving forward?
- Refer to druin's post; make a powerpoint ahead of time?
- Laminate exit slip cards that can be written on with dry erase marker and reused?
- Is this sustainable on a daily basis?
- When my class spends most of the time practicing problems, what can I ask instead of a problem of the day that will give me feedback?
- I really like the idea of error analysis; if they can see the error and correct it, I know they know it; if they can see the error but not correct it, I know they are halfway there; if they can't see the error at all, they're probably lost. For the last two groups, I could start class the next day with a correctly worked example and the original incorrect one so that they can compare. The top group could...work out a new problem or a harder version (enrichment)?
- I like the idea of sorting kids by exit slip resposes; could keep groups different on a daily basis.
As a non-problem exit slip question, I try to ask about concepts in my geometry classes. Current example- what's the difference between surface area and volume? Many of mine can pick the correct formula when asked straightforwardly, but have more problems when a problem is put into context as they struggle with seeing a difference between the concepts initially. Good luck!ReplyDelete
That's a great idea. Conceptual questions are harder for me to think about as well.Delete
Instead of index cards, use paper that would be scrap (written on one side), cut into quarters or eighths. My scrap pile is pretty big. I don't think I could use it up, even if I did exit slips every day.ReplyDelete
I struggle with consistency, so I like to implement ideas systematically. I might try something like this in my Algebra 2 classes:ReplyDelete
. Monday - Open communication
. Tuesday - Identify a mistake
. Wednesday - Self-analysis
. Thursday - Instructional strategies
. Friday - Problem
I also love being systematic. This schedule sounds like a great idea. Depending on your teaching, you could also switch them around while still making sure you do each one in a week.Delete