Exit cards require students to answer particular questions on a piece of paper that is turned in before they leave the class. These cards provide teachers with immediate information that can be used to assess students’ understanding, monitor students’ questions or gather feedback on teaching. For students, exit cards serve as a content review at the end of a daily lesson and enhance their meta-cognitive skills.
Step one: Preparation
Students should have a pen/pencil and paper. Instructors can prepare half-slips of paper with typed questions or write questions on the whiteboard for students to answer.
Step two: Students respond to prompt
Often teachers have students complete exit cards during the final 5 minutes of the class period. Since exit cards must be turned in before students leave class, it is best if the prompts are specific and brief. Often they refer directly to the content that was studied, but they can also be general in nature such as:
Exit cards can be structured using the 3-2-1 style as well. Depending on the purpose for having students complete exit cards, teachers may have students complete them anonymously.
Step three: Accountability
Students may leave class when they turn in an exit card to the teacher.
Use this teaching strategy to help students organize information before, during, and after a lesson.
This discussion strategy uses writing and silence as tools to help students explore a topic in-depth. Having a written conversation with peers slows down students’ thinking process and gives them an opportunity to focus on the views of others. This strategy also creates a visual record of students’ thoughts and questions that can be referred to later in a course.