#1 – Use them to help your students reflect on their learning
#2 – Identify the most common misconceptions
After you’ve given an exit ticket, you now have all of this data in your hands. Don’t just check them and throw them away or give them back. You need to USE the data! Here’s what you can do: Go through each exit ticket that had a mistake on it and write down all of the errors that students are making. If you find repeats, then just put a tally next to them. When you’re done, look at your list and identify the top three misconceptions that students made on their exit ticket. Now here’s what’s best – Take that list and write it on the front board the next day (or next lesson) for the students. Number them #1 -3 and pass back the exit tickets to the students. Have them analyze their exit ticket and match the mistake they made to the misconception on the board. If their mistake matches have them write the number on their exit ticket. This just became their goal for today’s lesson. This is now their focus to fix and work on and improve. We’ve now taken this data and given it back to them and put the learning into their hands. So powerful & meaningful!
#3 – Use them to group students
Make grouping students more practical and quicker with this easy strategy. As you’re grading your exit tickets, label them. Make a key for yourself so you don’t forget. (Example – square = high, triangle = average, circle = low). Write a shape (or whatever you decide to label) on their exit tickets. Then when you give them back at the next lesson you can easily have them form mixed ability groups, like ability groups, pair up high/low, etc. This makes your grouping much faster and more strategic!
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#4 – Conduct ‘Error Analysis’
#5 – Conduct mini conferences
Again, so much data at your finger tips but don’t be selfish and keep it to yourself! Since your exit tickets are short and sweet (no more than 3-4 quick questions), going over them individually with students shouldn’t take long either. I like to keep a pile of them on my desk (if I’m not using them for another reason like mentioned above) and I have mini conferences with these students at very random times. Why not take them with me when standing in the hallway waiting on students to use the restroom? I can easily have a talk with 1-2 students about their exit ticket, how they did and what they need to improve on. Or what about when you’re waiting on students to get coats and book bags to line up to go home or go to lunch? There’s 2 minutes you can talk with someone about their exit ticket too! You’d be surprised how many mini conferences you can squeeze in when your conversation is focused around a short exit ticket!
