Your Ticket to More Effective Lessons

During my training to become a teacher, I was immersed in the work of Madeline Hunter when it came to lesson plan design. Her Instructional Theory into Practice (ITIP) model helped me identify the strategies I would use on a daily basis to help my students learn. These included the anticipatory set (hook), reviewing prior learning, checking for understanding, forms of practice, and closure. Every lesson had these elements and I often received positive feedback from administrators on these when they observed me. Closure is something I was incredibly proud of and I always ended lessons with some form of paper exit ticket.   I shared the following in Disruptive Thinking:

While the opening moments with students are crucial, so are the final minutes. Think about this for a second. What’s the point of an objective or learning target, whether stated, on the board, or students having the opportunity to discover for themselves, if there is no opportunity at the end of the lesson to determine if it was achieved? Learning increases when lessons are concluded in a manner that helps students organize and remember the point of the lesson. 

At the time, this model was both a practical and effective means for planning direct instruction and was readily embraced as this was the primary strategy used in classrooms. It streamlined practices in an efficient way that could be replicated day in and day out. Herein lies the main disadvantage of ITIP. It was a one-size-fits-all approach centered on the teacher making all the decisions from an instructional standpoint at the expense of developing competent learners who can think.  

Like many things in education, elements of ITIP still have value depending on how they are used. Closure is still critical, in my opinion, as a means to determine lesson effectiveness and serve as a catalyst for reflective growth. Exit tickets, when constructed well, represent a sound strategy to be implemented at the conclusion of a lesson. In simple terms, these are ungraded formative assessments that assess what students learned during the course of the lesson. The data from then can be used to identify the following:

• Level of mastery
• Areas of difficulty
• Opportunities to reteach
• Gaps in learner understanding 

The information gleaned from them provides the teacher with additional insight as to how the lesson went and what can be done to improve it in the future. A recent visit to Quest Academy Junior High School, where I began longitudinal work on personalized competency-based learning (PCBL), got me thinking more deeply about this strategy. The principal, Nicki Slaugh, is a trailblazer in this area and I am fortunate enough to be providing coaching support to her staff to take them to the next level. While visiting classrooms with Nicki, we saw a slew of outstanding practices in action. However, I was incredibly impressed with the exit ticket created by science teacher Melanie Hueftle, which you can see below.

Not only does this meet the criteria for a well-designed exit ticket, but it also goes much more profound and serves as a more powerful reflective tool for both the teacher and the student. As reported by John Hattie, self-reported grades/student expectations are one of the most effective strategies out there (effect size = 1.44). The exit ticket puts the “personal” in personalized as each learner determines where they are in relation to the learning target. I also love the fact that they can advocate for support from not one but two different teachers. Knowing Nicki and her incredible staff, what you see above is most likely the norm in many Quest Academy classrooms.

Try This

• First, if you’re already using exit tickets or some other means of lesson closure, that’s great, but take a minute to reflect on whether they’re providing the type of substantive info I’ve outlined here, or if they’re simply making your lessons slightly longer. Consider if your use of closure elements might be tweaked to provide greater value to you and to your students. As you approach future lessons, zero in on what these tasks are telling you about student learning—on an individual basis and as a whole group. Are you seeing any patterns? How might you adjust your instruction to provide more focus where each student needs it?
• If exit tickets are new to you, that’s great, too—what an opportunity! First, consider what feedback would be most helpful to you and your students. The example I provided here is just one, but Google “exit tickets” and you’ll see a number of examples. Don’t reinvent the wheel. Find one that fits your needs and modify it to make it yours. What lesson this week is a natural fit for an exit ticket? Choose one, develop your ticket, and just try it with your class. Then reflect on the information it provides—how does this align with your expectations around what you want your students to understand? What steps will you take to adjust your instruction? Remember, data is great, but it’s what we do with it that matters.

My hope is that these simple tips help you improve what you are already doing or provide the means to develop powerful exit tickets that not only serve as closure, but set the stage for your next lesson. 

Digitally-Enhanced Exit Tickets

I love coaching as it provides a lens to see how teachers and administrators act on feedback to grow and improve. It also provides evidence that strategies aligned to research and sound instructional design are implemented in practical ways. Even though this year has been dramatically different as a result of the pandemic, I have found myself even more busy supporting districts through job-embedded and on-going professional learning.  Whether face-to-face, hybrid or remote, the elements of learning and good teaching remain the same.  

No matter where I am, one aspect of instructional design that I often identify as an area for growth is closure.   I have written in the past how important including this strategy is, no matter the grade level of students or the content being addressed.  Closure draws attention to the end of the lesson, helps students organize their learning, reinforces the significant aspects of the concepts explored, allows students to practice what was learned, and provides an opportunity for feedback, review, and reflective thinking. It is hard to determine the effectiveness of a lesson or whether learners understood the concepts presented without some form of closure.  

While there are many strategies out there, the exit ticket is probably the one that is utilized the most. While learners can solve problems or answer specific questions related to the content or concepts addressed, more general prompts can also be used, such as:

• What exactly did I learn?
• Why did we learn this?
• How will I use what was learned today outside of school, and how does it connect to the real world?

A few weeks ago, I received an email from Dr. Nathan Hall, the Corinth Middle School principal in Mississippi.  I have been coaching in the district for over two years now and have written extensively about how the schools' staff have been open to innovative change with the evidence to back it up.  Below is a message that Lori Snyder, one of his 7/8th grade math teachers, sent him regarding using exit tickets for closure:

I had asked about a program for my exit tickets.  I need something like Padlet that allows them to enter their answer anonymously but will not show everyone's answer until I am ready.  I want to use it for real-time feedback. The trouble with Padlet is that they can see everyone's responses as they are posted, and some are copying others' answers instead of doing their own work. Mentimeter won't let them type in numbers. Canvas discussion is not anonymous. You had said something about asking Mr. Sheninger before he came for his next visit.

After thinking about it, I suggested GoSoapBox.  Dr. Hall then passed this along to Ms. Snyder, and her feedback is below:

When they are online answering, the barometer at the top tells me if they need help.  After seeing that some require the problem worked out, I add it to the exit ticket page.

It is always a great day when a teacher or administrator shoots me an email looking for ways to improve.  Little did I know that I would see the GoSoapBox exit ticket in action a few weeks later.  As I conducted my monthly coaching visit at Corinth Middle School, here is what I saw in Ms. Snyder's class:

• Students solved math problems on dry-erase desks and then submitted their answers.
• Their work was added to their notebook, which both they and the teacher could refer to see where issues were.
• The teacher was able to see where misconceptions were immediately.
• Names were removed from public view, so students weren't embarrassed.
• The teacher was able to address issues that the majority of the class was having right away by modeling or re-teaching.
• Individual students who had misconceptions were emailed after school to maximize class time.

I am so proud of this teacher for looking for ways to implement exit tickets using technology.  From the bullets above, you can see the many positive outcomes one small, yet significant, change made.  The key lesson here is that there are always elements of practice that can be tweaked, adapted, or changed in order to improve.  Great educators never stop chasing growth. 

Corinth has been selected as an Innovative District and will be presenting at the Model Schools Conference this June in Nashville. To learn more and register click HERE.

Tips for the Socially Distanced Classroom

Schools have either made or are about to make the transition to some sort of hybrid model. The transition is not an easy one. Just ask those who have already been through it. In the midst of adversity and limited training, educators have valiantly risen to the occasion like they always have.  With the proper safety measures in place, students have been welcomed back into classrooms.  For many, this was desperately needed as the distractions and challenges at home impacted their learning.  They wanted and needed their teachers. I would also wager that the adults felt the same about them.

Depending on the hybrid model selected, different challenges arise.  However, no matter the path taken, one consistent element is the need to social distance to keep everyone safe. I have noticed in several schools where I am coaching that a natural reaction has been an emphasis on the whole group. Desks are arranged in rows to take precautions, while the primary strategy is direct instruction. Under the current circumstances, I am not saying this is an ineffective means to facilitate a lesson. However, there is a need to ensure that learners are both engaged and empowered during whole group.  Getting all students involved, both face-to-face (F2F) and remote, is essential.

Below are some strategies that can be implemented right away when using direct instruction:

• Facilitate checks for understanding or closure through the use of mini-whiteboards or technology. Students would need access to one or the other, but this is a great way to foster student voice as a high-agency strategy. Some excellent digital options are PearDeck, Nearpod, and Mentimeter.  You can even use self-graded Google or Canvas Forms.
• Randomly call on kids (both F2F and virtual).
• Integrate movement using tools like Go-Noodle. F2F students can stay by their desks while remote learners can dance away in the comfort of their own homes.  Keeping kids distanced doesn’t mean we can’t find ways to get them up and moving.
• Utilize conversational strategies such as think-pair-share and turn & talk facilitated through videoconference breakout rooms.  Even in a hybrid model, getting kids to talk to one another through essential questions is critical.  The use of breakout rooms keeps kids socially distanced while also creating an equitable environment where remote kids get the same experience. After the activity, digital tools can be used where all kids can share their responses.

While there is a tendency to rely more heavily on one-size-fits-all methodologies, educators can still use effective pedagogies that were commonplace prior to the pandemic. Once whole group elements are finetuned, educators can begin to integrate more personalized options to empower learners while keeping them safe. While most will be done independently, the digital space provides the environment for cooperative experiences. Here are some ideas to consider.

• Differentiate tasks to meet the needs of each learner while moving away from a blanket approach.
• Facilitate collaboration through the use of digital tools.  There are so many options out there, but Padlet, Jamboard, and Google Docs are always good choices.
• Develop pedagogically-sound blended learning through either choice boards or playlists. These can be used to differentiate but also free up the teacher to provide targeted instruction or one-on-one support. Both strategies allow learners to work in a self-paced format.
• Leverage any adaptive learning tools that have been purchased. Look at some free options. HERE you can find a list.

Social distancing does place an added stress on teachers. The good news is that many effective practices that were used before the pandemic have just as much value, if not more, in the current environment.  Engaging learners and ensuring they are all actively involved during direct instruction will mitigate off-task behavior while setting the stage for increased motivation.  From here, the stage is set to implement some personalized strategies that support various learning modalities and needs.

Stay safe, everyone, and keep up the great work.  Your efforts are appreciated.

Bookend Pedagogy

As I work with more and more schools in a coaching role, I am beginning to see specific trends emerge. Now, before I go any further, it goes without saying that I see fantastic examples of sound pedagogical practices and innovative strategies that are leading to improved learning outcomes.  However, my role, as the schools I partner with and I see it, isn't to just spit out platitudes and tell them what they want to hear.  The most important aspect is to empower them to take a critical lens to their work through evidence and begin to think deeply about needed changes to practice.

In a previous post, I outlined what a typical coaching day with me looks like, as well as the most common areas where growth can be achieved based on many classroom visits.  Wells Elementary has been taking the feedback that I provide for over three years and recently asked me to create a session that focused on strategies for opening and closing lessons. I was excited about this opportunity as I was going to have the honor of meeting with all teachers by grade level and presenting newly created content. As I pondered over what I was going to call this presentation, the idea of bookend pedagogy popped into my mind.  I ran the title by my wife as she never hesitates to tell me how it is. She liked it, and off I went to create a new slide deck.

The more I think about it, I really see bookend pedagogy as a critical element of any successful lesson. How a lesson begins typically makes or breaks it in the eyes of a learner. A well-structured anticipatory set gets the ball rolling, while a review or prior learning right after helps to ensure that the kids understand what was covered previously. The end provides valuable feedback to both the teacher and student to determine if the objective/target was met and that learning occurred. Without closure, it is difficult, if not impossible, to evaluate whether a specific lesson was a success. For my session with the Wells staff, I developed and then implemented a mini-lesson on personalized learning while ensuring that I included an anticipatory set, a review of prior learning, direct instruction, and closure. 

In the past, I have written posts on all three of these elements, but a quick review never hurt anyone.  In addition, I will provide additional strategies and resources. The anticipatory set is used to prepare students for the lesson by setting the students' minds for instruction. This is achieved by asking a question or making statements to pique interest, create mental images, review information, focus student attention, and initiate the learning process. Types of sets can include the following:

• Short video clips
• Relevant writing prompts
• Riddles
• Personal stories or real-world scenarios
• Current events
• Picture prompts
• Props
• Open-ended questions

For more context, check out this video.

Just because something was presented in class, the assumption cannot be made that students actually learned it, which makes reviewing prior learning critical.  Research in cognitive science has shown that eliciting prior understandings is a necessary component of the learning process. Research also has demonstrated that expert learners are much more adept at the transfer of learning than novices and that practice in the transfer of learning is required in good instruction (Bransford, Brown, and Cocking 2000). Check out this article from TeachThought, which outlines 27 strategies to review prior learning.

How do you know if the class got it at the end of a lesson? Learning increases when lessons are concluded in a manner that helps students organize and remember the point of the lesson. Closure draws attention to the end of the lesson, helps students organize their learning, reinforces the significant aspects of the lesson, allows students to practice what is learned, and provides an opportunity for feedback and review. Time must be set aside for closure, and efforts should be made to include it in lesson plans. A straightforward way to do this is to provide three scaffolded questions (easy, moderate, and challenging) as a means of formative assessment. Below are some general closure examples:

• Explain one thing you learned today.
• What was the most challenging concept, and why?
• Identify the most significant learning from the lesson and explain why.
• What do you need to do to develop a deeper understanding?
• How did the lesson impact your understanding?
• How would you summarize what you learned for someone who wasn't here?
• What was one thing you were unsure of?
• Discuss an "aha" you had and how it connects to the learning target/objective.

The above only represents some ideas on how to close a lesson.  As is the case with anticipatory sets, reviews of prior learning, and closure, there is no one right way.  Many tools can help facilitate all of the above. Here they are in no particular order:

• Whiteboards (no tech)
• Paper exit tickets
• Plickers (best tech option)
• Mentimeter
• Pear Deck
• Nearpod
• Google Forms
• Kahoot
• Quizizz
• Quiz Whizzer
• Gimkit
• GoSoapBox
• Padlet
• Linoit
• AnswerGarden
• Flipgrid

It should be noted that bookend pedagogy might not be necessary during lessons that involve high-agency strategies such as station rotation, choice boards, playlists, or those involving extended inquiry and project-based learning. However, with any of these pedagogical techniques, there should be an opening and an end at some point, so always keep bookend pedagogy in mind. 

Don't Forget Closure

There are many pedagogical techniques that run the gambit when it comes to instruction and learning. In a previous post, I discussed the importance of opening lessons with a bang, using an anticipatory set. Whether you call it a set, hook, or bell ringer is not the issue. What is, though, is the value the strategy has as part of a comprehensive lesson. Here’s why:

The anticipatory set is used to prepare learners for the lesson or task by setting their minds for instruction or learning. This is achieved by asking a question, adding a relevant context, or making statements to pique interest, create mental images, review information, and initiate the learning process. A good do-now activity can accomplish this.

While the opening moments with students are crucial, so are the final minutes. Think about this for a second. What’s the point of an objective or learning target, whether stated, on the board, or students have the opportunity to later discover for themselves, if there is no opportunity at the end to determine if it was met or reflected upon? Closure matters, yet virtually every lesson I observe in schools across the country are missing the crucial component. Here’s why. Learning increases when lessons are concluded in a manner that helps students organize and remember the point of the lesson. Closure draws attention to the end of the lesson, helps students organize their learning, reinforces the significant aspects of the lesson, allows students to practice what is learned, and provides an opportunity for feedback, review, and reflective thinking.

Kathy Ganske provides this take.

As in a puzzle, an effective lesson has many pieces that must fit together. We typically give considerable thought to how we initiate lessons: activate or build background knowledge, teach essential vocabulary, engage learners, and set a purpose for the lesson. And we carefully select tasks or activities and texts for use during the lesson. But closure is often given short shrift or omitted entirely. We need to be sure we plan time to cycle back to the what, why, and how of students’ learning to help them actively synthesize the parts into a whole. Lesson closure provides space for students to digest and assimilate their learning and to realize why it all matters. Closure is a component of planning and teaching that we can't afford to leave out.

A Google search will turn up a slew of ideas on how to close lessons. I prefer to keep it simple. First, make sure it is planned for and that at least three to five minutes are set-aside at the end of every period or block. Second, consider the following questions that students should answer or reflect upon in relation to the objective or learning target.

• What exactly did I learn?
• Why did we learn this?
• How will I use what was learned today outside of school, and how does it connect to the real world?

Whether exit tickets, journals, whiteboards, or technology are used doesn’t really matter. What does is that closure is prioritized.