Admit and Exit Slips
English Language Arts Standards
Strand: Writing
Topic: Text Types and Purposes
Standard Statement: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Strand: Writing
Topic: Text Types and Purposes
Standard Statement: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Section of Text
I would use this strategy in between sections and at the end of the chapter before the final test/assessment.
Rationale
I chose this strategy because it forces the students to think about what they have learned and what they do not really understand. With admit and exit slips, I can get a better idea of what the students need more help with and what they are understanding very well. As a teacher, admit and exit slips can help me improve my lessons for the future.
What I Want to Accomplish
Through admit and exit slips, I want my students to do several things. First, I think that writing these in every class would build their writing skills because they get the opportunity to practice writing. Also, I want my students to gain a better knowledge of the concepts of the chapter and how to do certain types of problems. By doing admit and exit slips, the students are able to voice what struggles they are having so that I can plan my lessons around their needs. Finally, I want to motivate the students by making them feel like they are taking responsibility for their learning and are involved in the planning process. When students give their suggestions on an admit or exit slip then notice that the teacher is taking time to reteach what they wrote or acknowledge what they wrote, they may feel more motivated to achieve and do better in the class.
Steps of the Strategy
Give students half sheets of paper or index cards at the very beginning or very end of each class
Have students respond to questions such as, "what is confusing you?", "what problems did you have with the homework last night?", "what do you feel you need more help with?", and "what do you feel you really understand?"
Collect the exit slips and read them aloud with no indication of who wrote them
Provide oral and/or written feedback to each student's comments
Materials
Index cards or half sheets of paper and pens/pencils
Teacher Example
Strand: Writing
Topic: Text Types and Purposes
Standard Statement: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Strand: Writing
Topic: Text Types and Purposes
Standard Statement: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Section of Text
I would use this strategy in between sections and at the end of the chapter before the final test/assessment.
- Place-Value Through Thousandths (pp.8-11)
- Comparing and Ordering Decimals (pp.12-13)
- Place-Value Patterns (pp.14-17)
Rationale
I chose this strategy because it forces the students to think about what they have learned and what they do not really understand. With admit and exit slips, I can get a better idea of what the students need more help with and what they are understanding very well. As a teacher, admit and exit slips can help me improve my lessons for the future.
What I Want to Accomplish
Through admit and exit slips, I want my students to do several things. First, I think that writing these in every class would build their writing skills because they get the opportunity to practice writing. Also, I want my students to gain a better knowledge of the concepts of the chapter and how to do certain types of problems. By doing admit and exit slips, the students are able to voice what struggles they are having so that I can plan my lessons around their needs. Finally, I want to motivate the students by making them feel like they are taking responsibility for their learning and are involved in the planning process. When students give their suggestions on an admit or exit slip then notice that the teacher is taking time to reteach what they wrote or acknowledge what they wrote, they may feel more motivated to achieve and do better in the class.
Steps of the Strategy
Give students half sheets of paper or index cards at the very beginning or very end of each class
Have students respond to questions such as, "what is confusing you?", "what problems did you have with the homework last night?", "what do you feel you need more help with?", and "what do you feel you really understand?"
Collect the exit slips and read them aloud with no indication of who wrote them
Provide oral and/or written feedback to each student's comments
Materials
Index cards or half sheets of paper and pens/pencils
Teacher Example
Student Example