Domain 3: Instruction → 3d. Exit Tickets and Self-Reflection (Growth)

Exit Pass 1

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Exit Pass 2

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Exit Pass 1

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Pictured above is the exit ticket I gave my students asking if they understood the lesson of the day and how it affected their reading. I gave this exit ticket in an effort to get students to be self reflective on their learning and for me to be able to formatively assess them in a way that helps me plan for further instruction. For this particular lesson, I was teaching students a close reading strategy, wherein they pay attention to the contrasts and contradictions in a text to help them understand what the text is saying, and more importantly, the author’s purpose for writing the text. Students are to note contradictions within the text and contradictions between what they (the students) believe to be true and what the text is saying.

I chose this exit slip as a growth because, upon collecting them, I received answers such as “it was alright,” or “it was kinda hard.” I realized that I did not give my students the language and tools to be self-reflective, or to think about their own thinking. My students’ answers were short and nonspecific because I hadn’t modeled how to be reflective and how to recognize shifts in their abilities when a new strategy is applied. The next time I ask students to be self-reflective, I intend on modelling metacognitive conversation, or making one's own thinking visible. I will then lead guided practices in which students try metacognitive conversation with my help. In this way, students will be better equipped to be self-reflective in their academic lives.