In this article, we'll cover the 3 steps for exit ticket success. They'll also help you get off to a flying start for the 4 Week Exit Ticket Challenge.
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Step 1. Get your students setup and ready to go
Getting students ready for any new tool can seem daunting. Fortunately getting setup in Ziplet is easy and doesn't require any new logins.
- Create a class
You have two options in Ziplet. Classic classes let you message and reply to students. GO! Classes your students don't need an account to respond. Both are quick and easy to set up.
- Create a question ready for your students
Making sure you have a question ready for your students when they first log in will help them understand what Ziplet is all about. Write your own questions or copy from the library. You can ask now or schedule for later.
- Introduce Ziplet to your students in class
This part is critical. Helping your students understand why you're using Ziplet will help them understand its importance and help set expectations. We've put together a short guide to help you with this process.
You can find more information about getting started with Ziplet here.
Step 2. Develop your routine
Setting a routine can give you powerful insights over time. It can also help clarify the type of questions you'll ask and let's students know they'll be a regular part of the teaching process.
Think about including questions for each of the following:
The beginning of the week
The start of the week is a useful time to help students set their goals and encourage a growth mindset for the week ahead.
Some useful questions include:
- What are 3 things you want to achieve this week?
- What are 2 things you're looking forward to this week?
- What is 1 thing you'd like to do differently this week?
Daily reflections encourage students to think about the impact they have on their own learning and consider how they might improve in the future.
- What was your learning goal in today's class?
- Explain how you could have been more successful in achieving your goal
- What's one thing you did well in class today?
- What did you learn about working with others today?
- How does something you learned in today’s lesson connect with something you already knew?
- How well did you understand today's lesson?
- What is the most difficult thing we went through today?
- What is one thing you’d like me to go through again in our next class?
- Imagine your friend was away from class today and asked you to explain the lesson. What would you tell them?
The end of the week
Encouraging students to reflect on the week past is a perfect opportunity to cement learning, and think about their effort level.
- What are 3 things you learned this week?
- What are 2 things you found interesting this week?
- How would you assess your effort this week?
- What went well for you this week?
Regular wellbeing checks
In addition to scheduling recurring questions, consider how you might include regular wellbeing checks over the month.
- How do you feel about your workload right now?
- What helps you to get in a good mood when you're feeling down?
- Does being tired ever impact your learning in this class?
- Do you have a good working environment at home?
Step 3. Think about professional development
One of the most powerful benefits of exit tickets is adjusting your teaching to suit student needs.
Asking these questions each week will allow you to tailor your teaching in real-time. Use these questions to monitor how your changes impact student feedback and learning as the weeks go by. They can also provide evidence of professional development in review with your admin.
- How clearly do I explain the learning goals for each class?
- What's one change I can make to better support your learning?
- What is one thing I could explain more clearly?
- When describing a task, how clear are my instructions?
Once you have you students on board, setting a clear routine will help you get better responses from your students, and give you more insights to work with when planning out your classes.
Try these questions and more in your Ziplet account.
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