EXIT SLIPS: Highly Effective Formative Assessment Tool For ALL Content Areas

Common core will enable teachers to deliver far more powerful, and therefore more effective, lessons than in the past.  This radical change in instruction which will reach a much greater student audience including the rapidly growing English language learner population. 

With this new approach to approaching learning (more emphasis on informational text with practical applications to the real world), teachers will need to monitor student grasp of key concepts every few minutes.  This checking-for-understanding (cfu) must go beyond simply asking a few questions on what a teacher just lectured about to those few students who have their hands up to answer questions.  To engage all students (and hold them accountable for learning), teachers must have a variety of tools to use throughout a lesson to make sure that students who don't understand the point of the lesson can be quickly identified and supported.  This is how a teacher can be sure that at least 80% of the students are fully prepared to go on to more complex work, start individual assignments, attempt the homework assignment, etc.  For that 20% who are lost, the teacher can pull them aside to offer a mini-lesson (typically such lessons only last for a few minutes where problems are quickly sorted out and addressed in a format that is more easily understood).

Though there are many techniques to check for student understanding, one popular one is EXIT SLIPS.  It can take several forms from half-slips to index cards (and more).  What ever tool is used, it should not be overwhelming in size (no 8 X11 sheet of paper for example).  English language learners are especially intimidated by paper that size.  An index card is less scary and more effective since students want to fill up the card with everything that they can recall whereas an 8 X11 leads to writer's block.  The link in this blog does offer some PDF with various types of exit slips.  They should serve as models.  They are here just to provide some examples of what is out there.

Typically, this type of assessment takes only about 5 minutes of class time.  Students can turn them in as they leave the room (hence "exit slip") or just before the teacher enters closure (a last check before students move on to assignments based on the class lesson or before they start homework).  If the teacher gives this assessment as an EXIT TICKET, s/he would review the results before the start of the next class and then open up the class with either a review of the areas the students didn't understand or some praise on the results and move into the next lesson.  Again, this is only one tool of many a teacher should weave into classroom instruction.

Denise

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Supporting ELLs in Mainstream Common Core Classes:)

The common core standards movement  in education will not leave ELLs behind.  Teacher commitment is strong.  After all, how many teachers want their students to fail?  In truth, teachers want the best for their students.  The motivation becomes even more earnest when faced with ELLs.  The heart is there, but often times, teachers don't have much in the way of training to fully support these students in their mainstream classes.

So, let's start with a teacher attitude that can make a world of difference in achievement for ELLs and other struggling students-attitude of the teacher towards students.  ABC News captured some of those exceptional qualities that make a major difference in inspiring all kids to succeed.  WHAT MAKES A GREAT TEACHER?  Notice regular physical checks for understanding are prominent.  If the teacher doesn't monitor progress, s/he leaves students behind academically.  With those quickie assessments, the teacher keeps her/his pulse on the learning going on.  If there is a problem, teachers can quickly do some repair work to assist the strugglers in catching up to the class.  Another big asset for teachers is setting high goals for all their students.  Let students rise to the teacher's expectation.  Encourage students to reach for the stars and help them get there.  Also, if a lesson is not working out as planned, change it.  Confess to students that it isn't working and that is your fault.  Students of all ages appreciate honesty here. 


HOW TO SUPPORT ELLS IN MAINSTREAM CLASSES WITHOUT DUMBING DOWN CONTENT  Though this is aimed at elementary, many of the teaching tips also work in the higher grades.  What components transfer over?

First, teachers must build background knowledge so students will be ready to appreciate your lesson.

Second, teachers must provide explicit instruction (tell students exactly what they will be doing and held responsible for learning) and modeling (teachers must model the behavior they expect their students to copy).

Third, teachers need to provide time for guided practice so that students will be fully familiar with what is expected of them to produce eventually on their own.  Here, the teacher monitors their progress offering assistance or guidance as needed.  With sufficient support here, students can successfully complete project or homework assignments.

Fourth, instruction can not be top down all day.  Students need to interact with peers (THINK-PAIR-SHARE, elbow partner, small cooperative learning groups) to fine tune their understanding of key concepts to complete assigned tasks.  This is also an ideal time for ELLs to further develop their knowledge of English while simultaneously growing in English.

Fifth, teachers must offer various means of assessment to be sure that at least 80% of the class is following along with the instruction.  For that 20% that isn't, the teacher can clarify in a small group while the rest proceeds with additional tasks.

HELPING ELLS SURVIVE IN MAINSTREAM CLASSES
Here is a great overview in a checklist like format of problems teachers need to look for in planning content lessons for ELLs in all content areas.  It is a great tool to use in planning a lesson for classes with some ELLs in them.  Of course, other students would benefit as well.

Denise


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