Fast feedback

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Overview A tool that allows you to assess your student’s level of understanding in a fun and creative way.

A Twist to the Ticket-Out-the-Door…
Educational experts suggest that each lesson should have a closure activity – something that wraps up the experience or gives students a chance to summarize their learning. Many teachers have chosen to use a Ticket-Out-The-Door activity for closure and as a formative assessment. This is an easy, multi-purpose strategy that can be used with almost any content or grade level.

However, tickets-out-the-door can lose their effectiveness with students if they are overdone. To avoid this problem, consider adding some variety to your tickets! The prompts below can be displayed on the board, reinforced with a printed visual on a ticket, or students can quickly draw the related shape on a scrap of paper.

  • If you were to fill a grocery cart with key concepts from today’s lesson, what would it contain?
  • If this less were a pizza, what would the toppings be?
  • Write a news headline based on what you learned today.
  • What new learning will you walk away with today?
  • Write a recipe for___________.
  • Write a text message summary of what you learned today.
  • How does this information relate to money (the economy, jobs, etc.)?
  • If this concept were turned into a menu, what would be the appetizer? Main dish? Dessert?
  • Complete an analogy, beginning with today’s concept…
  • Write a postcard to a friend or family member explaining what you did in class today.

My Favorite No
Formative Assessment Strategy; Jan. 2013

Put a warm-up (or formative assessment-“Do now”) problem on the board and hand out index cards (you can also use the backs of scrap or recycled paper) to all the kids. Have them work the problem out in a specified period of time and write their answer.  Collect and sort the responses into correct and incorrect answers. While sorting the responses, say “Yes, no, yes, no” so the kids get an idea how many in the class are responding correctly and incorrectly.  Then look for your favorite wrong answer, or your favorite “no.”  Next, analyze the wrong answer with the class.

By calling it “My favorite no,” the students realize that what is being written and reviewed is wrong. Talk about what is right first so the student who made the mistake realizes they are partly right.  After going over what the student has written, it is important to ask the group what is wrong. “What did this student misunderstand or do incorrectly?”  It is another class assessment if several hands go up at this point-the more who know what the student did wrong, the more who will likely not make that same mistake and the deeper their understanding.

Reasoning behind this strategy:  everyone makes mistakes.  This strategy gives the teacher a good idea how the class as a whole is progressing in their understanding. If the teacher doesn’t know the students don’t know something, he/she can’t clear up the misunderstandings.  I have the students put their names on the papers so I can go back to individual students to clear up their individual misunderstandings if their incorrect answer is different than the response I go over in class. If several are making the same mistakes, the misunderstandings can be corrected at one time. It also demonstrates how it is valuable to learn from incorrect answers.  Added plus:  The students are engaged and it doesn’t take much time to gain valuable information.

Ex.                       Warm up

Multiply and/or combine like terms:          My Favorite No:
1. 4x(2x – 9) – 2(5x – 6)                                   1. 8x² – 36x – 10x – 12
(student forgot to distribute the negative sign)
2.  9x²y(2xy)                                                      2.  18x²y
(student forgot that when multiplying 9x^² and 2x he/she gets 18x^3 and y times y = y²)


Three Things I Learned

3-2-1 Things Learned

Downloadable PDF: 3-2-1 Things Learned

Exit Card

Exit Card

Downloadable PDF: Exit Card

Exit Ticket 1

Exit Ticket 1

Downloadable PDF: Exit Ticket 1

Exit Ticket 2

Exit ticket B

Downloadable PDF:Exit ticket 2

Exit Ticket 3

Microsoft Word - Document2

Downloadable PDF: Exit Ticket 3A

Exit Ticket 3B

Microsoft Word - Test Exit-Ticket-3A.rtf

Downloadable PDF: Exit-Ticket-3B

Exit Ticket 3C

Microsoft Word - Exit Ticket 3C.rtf
Downloadable PDF: Exit Ticket 3C

Exit Ticket 3D

Microsoft Word - Exit Ticket 3D.docx

Downloadable PDF:  Exit Ticket 3D

Exit Ticket 4

Exit Ticket 4

Downloadable PDF: Exit Ticket 4

Teaching Tweet Sample

Student Sample Tweet

Downloadable PDF:  Student Sample Twitter

Today’s Teaching  Tweet

Today's Teaching Tweet

Downloadable PDF:   Today’s Teaching Tweet

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Fast Feedback – High School

At the end of class, the teacher gives each student a sticky note.


  • Write one sentence using the grammar rule or punctuation
    that was discussed in the day’s lesson.
  • Students post their sticky notes on the white board on the
    way out the door. Make sure students sign their names on
    the back of the note.
  • Teacher evaluates the notes and realigns them in “correct”
    and “incorrect” columns.
  • The next day, as they enter the room students can see if
    they were correct or incorrect.
  • If there are several incorrects, the teacher can do targeted

Fast feedback with Plus/Delta

Microsoft Word - hs fast feedback plus delta.docx

Downloadable PDF:  hs fast feedback plus delta

This is how I feel 1

This how I feel

Downloadable PDF:  This is how I feel…

Fast feedback – Primary

Microsoft Word - Fast Feedback Primary.docx

Downloadable PDF:  Fast Feedback Primary

Fast feedback – Upper Primary

Microsoft Word - Fast Feedback Upper Elemetary.docx

Downloadable PDF: Fast Feedback Upper Elementary

Today’s number is…

Today's Number is

Downloadable PDF:  Today’s Number is
Published on February 20, 2012 at 10:49 pm Comments (0)

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