Exit tickets, Feedback and Differentiation
Exit tickets are typically a formative assessment tool that give teachers a way to assess how well students understand the material they are learning in class. Teachers can then use this data for adapting instruction to meet students' needs the very next lesson. During our remote learning period, exit tickets are used not only to measure engagement and understanding but also to provide evidence of participation. This evidence contributes to student attendance records. Exit tickets can vary in form and time needed to complete (programme dependent). From Monday 13th April, participation in a DP video call may be considered an exit ticket. All students who did not attend should have access to the screen recording and conversation, and should be provided with an alternative exit ticket to complete based on the missed video lesson. Further instruction for screen-recordings can be found here. For further information, please speak to Thierry (email@example.com)
Our ‘Quality Feedback’ folder is open for all staff members to contribute to. Contributions within this folder can be used as a guide and reference for providing effective feedback during remote learning. Quality feedback is essential for tracking students’ progress and motivating students to continue. Teachers should be providing feedback as necessary throughout the week. All completed tasks must be at least acknowledged using the comments functionality on ManageBac, Class Dojo or other exit-ticket platforms being used. Approval of exit-ticket submissions should be given. For primary, do not leave work ‘pending’ in Managebac Portfolios. Detailed comments will be useful for many activities though are not expected for every single task. Additional feedback can be also shared during video calls.
All tasks set should have approximate time frames set which will help students plan their day/schedule. When planning lessons, consider how the aim of the lesson could be achieved in a more time-effective manner.
Breaking the lesson down into a ‘core’ activity and ‘extension’ activity should allow for both the feeling of successful completion and the opportunity for challenge. The Inclusive Education Team will be working on creating a guide to providing remote learning tasks and assignments that offer differentiated support for students facing barriers to learning. In the meantime, please consider how the diverse set of students in your classes would have been supported in the classroom, and whether similar support or alternative support can be applied remotely.