We Do This Everyday #2
A Strategy for Using an Asynchronous Exit Ticket
I had the pleasure of talking with Olivia and Ying-Fang in this episode about the use of an asynchronous Exit Card as a strategy to engage learners. I got really excited about sharing this strategy because when Olivia was meeting with Ying-Fang Jeffers it really got her excited. When she described it I had to know more! I think you will LOVE this episode.
Here are a few key takeaways from our conversation:
Listen to the end! At minute 20:40 Ying-Fang shares the secret sauce to being a great teacher. She claims it helps students learn, helps teachers to have the passion and patience to teach, creates dedication and ownership, and creates authentic and trustworthy classrooms.
The Exit Card is easy to implement and provides a great way to get to know students in the asynchronous environment.
The Exit Card provides opportunities for the teacher to clarify, re-teach, and provide additional resources.
The Exit Card gives students opportunities to reflect on and to take ownership of their learning.
The Wilson College TCP (Teacher Certification Pathway) provides is a highly regarded, affordable, and convenient program for those who have earned a bachelor’s degree to become teachers. WE are SO grateful for this partnership
Directions for Using the Exit Card:
It links to a Google Form that students fill out at the end of the week to report on the asynchronous work they have done. They share what percentage of the work they completed and then three (3) new words or phrases they learned, two (2) things they still want to learn, and one (1) question they have.
The form allows for students to make multiple submissions, so it is the same form every week. The teacher simply reposts it and is able to watch as responses come in. Then, the teacher can respond to specific questions or incorporate student interests into future lesson topics. I was impressed by the elegance of this simple approach to support students’ asynchronous work. It encourages the students to engage in some self-assessment as they consider what they have completed that week. It offers a private space to share a question or concern with the teacher. And it provides closure to a week that often ends on asynchronous work, rather than a live session. I imagine this is something many of our students in the virtual or hybrid environment could benefit from.
Thank you to Ying-Fang Jeffers for the idea!