A story about exit tickets:
I once had a long chat with someone responsible for writing a *very large* and prestigious science scheme of work. They told me that after each lesson, there was a lesson ticket. >
I once had a long chat with someone responsible for writing a *very large* and prestigious science scheme of work. They told me that after each lesson, there was a lesson ticket. >
https://twitter.com/MsJasmineMN/status/1443221803053117444
What was the purpose of the exit tickets? To tell teachers if students understood what was in that lesson. Ok, says I. Let's say that students didn't understand lesson 1. [they nod]. I then plan an extra 20 minutes in lesson 2 to deal with it. [they nod].
>
>
Then, in lesson 2, I only have 40 minutes to finish The Stuff, and I don't get to the exit ticket. When should I do the exit ticket for lesson 2?
[nodding stops]
[nodding stops]
Pretty big red flag to be honest, and it's why I don't advocate for them (though I know there is good practice around them too). I just think it's better to get into the habit of *constantly* checking for understanding and planning for that, rather than one fixed point.
/end
/end
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