Many teachers struggle with closure. It’s always a challenge to stop the lesson in time at the end of the period to sum up the day’s learning and reflect on whether or not we have achieved our desired outcomes. One powerful strategy for gathering data about student learning at the end of a learning episode is the ** exit ticket. **An

*gives the teacher formative data about where students are in their learning and should inform choices I make as a teacher about subsequent lesson plans.*

**exit ticket**Here are some great * Exit Ticket* templates you can use:

http://wgbyeducation.files.wordpress.com/2011/03/exitslips.pdf

And here is a Pinterest board devoted to the topic:

But, remember, an* exit ticket* does not have to be fancy and photocopied. It can be a slip of paper or index card. What matters most is:

**will the questions you are asking provide you with the data you need to drive your instructional decision making?**We often ask questions on * exit tickets* that are too open ended or general. Craft your questions to get at the most important learning:

*What will students know, understand, and be able to do?*

Here is a list of * Exit Ticket* prompts I’ve begun to accumulate that are grouped by levels of Bloom’s taxonomy and more:

http://letthedatabeyourguide.wikispaces.com/Exit+Slip+Prompts

So, now I have the * Exit Ticket* data… what do I do with it?

Some examples of ways a teacher might respond to * Exit Ticket* data might be:

**what the data says** > how I might respond to it

**all students met the objective**> move on with the curriculum**most students have not met the objective**> plan a follow up activity using a different modality**some students met the objective, some partially****met it, some are still struggling with it**> sort the exit tickets to create flexible groups with tiered activities

* Exit tickets* are just one way to collect formative data from our students and can provide direction for teachers on their lesson planning and their choices for instructional strategies.