Exit Slips (One-Sentence Summaries)
|Exit Slips |
| |
|Using this strategy, students will synthesize learned information, skills, and processes by writing an Exit Slip. An Exit Slip can be a One Sentence Summary of|
|what students learned or can be used in a variety of other ways. Other uses are: to answer the essential question, answer a review question, to pose a question|
|related to the topic studied, to make a short list of facts learned, to set a learning goal for the next day, etc. |
|Examples & Stems: |
|Have the students answer the essential question. |
|Be ready to give me at least one reason why… |
|Read these three sentences and decide which form of (there, their, they’re) belongs in each. |
|Be able to answer this question and defend your answer. |
|Be able to give me three reasons why… |
|Read this problem and as your exit ticket, be prepared to tell me what you need to do first. |
|Write/Ask one question about today’s content-something that has left you puzzled. |
|Shaping Up Reflection |
| |
|Using the Shaping Up Review, students will synthesize major concepts from the lesson using four different shapes. By varying the manner in which students |
|visually summarize their learning, retention of the information learned is increased. |
|Heart- 1 thing I love… |
|Square- 4 strategies that would have really worked… |
|Triangle- 3 things that I learned… |
|Circle- One thing that is going around in your head… |
|Four-Two-One (Variation of 3-2-1) |
|To engage students in reflecting, evaluating, and integrating their own learning into prior knowledge. Four-Two-One uses learning partners or small teams to |
|foster in-depth reflection and integration of significant information. (See 4-2-1 in packet) |
|Examples- |
|4…sentences using the word in context |
|2…synonyms for this word |
|1…sketch/picture you can use to remember its’ meaning |
| |
|Ideas: |
|Group Brainstorm: |
|All students write, but use group to generate the ideas. |
|Announce what goes into each of the categories (3 ____, 2 ____, 1____) |
|Groups brainstorm-in any order- the responses for each category. |
|Collect papers or have students read aloud. |
|Relay: |
|One pen and one paper per group. |
|Announce what goes into each of the categories (3 ____, 2 ____, 1____) |
|Student with paper fills in one of the slots-as she/he says idea out loud-then passes paper clockwise. |
|Next team member says his/her idea and fills another slot and passes again. |
|Continue until all 7 slots are filled with appropriate responses. |
|Group reviews their ideas and edits/revises if necessary before submitting to teacher. |
|Final Countdown |
|This activity emphasizes the important role that reflection plays in the learning process. Final Countdown provides learners with a framework for reflection, |
|evaluation, and integration of new knowledge into previously learned material. (See 4-2-1 for ideas.) |
|Challenge Envelopes (Another version of “The Envelope, Please”) |
|To facilitate review and/or higher level processing of a topic or concept. This activity is designed to provide students with opportunities to formulate |
|challenging questions regarding a topic or concept and to be challenged by the questions of others. Students create questions to place in the envelopes. |
|Envelopes are then passed out to students to answer. |
|Vanity Plates |
|In this activity, students will take on the role of the topic to be studied for the purpose of creating a vanity plate (car tag). While in this role, students |
|will need to think creatively about their topic in order to share their vanity plate. |
|Synectics (Metaphorical Expression) |
|Synectics promotes fluid and creative thinking by "making what is familiar strange," or comparing two things that would not ordinarily be compared. Synectics, |
|a term coined by industrial psychologists Williams Gordan and George Prince, was originally used as a problem-solving strategy. The term is formed from two |
|Greek roots: syn, bringing together, and ectics, diverse elements. Literally translated, the word means “bringing together diverse elements.” |
|The teacher selects-or elicits from students-the name of a familiar “everyday” object (Ex: grapefruit). Then the teacher poses the question, “What are all the |
|ways a _________ (the concept or topic studied in class) is like a grapefruit?” |
|Examples: |
|Atoms are like a grapefruit because… |
|Both have an outer layer: grapefruit has skin; atoms have electrons orbiting. |
|Grapefruits have pulp and juice in the center; neutrons and protons make up the center-or nucleus- of the atom. |
|Both combine with other things to become part of something different: grapefruits with other fruits in a fruit salad; atoms with other atoms to form molecules |
|and compounds. |
| |
|Variations: |
|Use as a warm-up the next day or as closure to the lesson |
|Visual-prepare a set of picture cards of everyday objects. Have students brainstorm how the topic they have studied is like the picture on the card. |
| |
|Four Box Synectics- (see graphic organizer in packet) |
|Draw a 4 square box on the board |
|Ask students to name common everyday or familiar objects |
|Write the name of a different object in each of the 4 boxes. Include at least one object that has moving parts-automobile, bicycle, etc.-as this type of |
|object tends to be very multi-dimensional |
|Write the topic studied in the center |
|Have students brainstorm (small groups or as a whole class) many ways in which the topic studied is like each of the 4 objects. |
|4. Final Summary Paragraphs-have students write final paragraphs about the topic and |
|while comparing it to the everyday object. |
|Learning Logs |
|Learning log summaries enable students to articulate their understanding, identify points of confusion, evaluate their performance, and become aware of their |
|own learning style strengths and weaknesses. Learning logs serve as a source of data regarding what students are understanding or misunderstanding. |
|Examples: |
|Students might be asked to- |
|Respond to several questions |
|“Free-write” about one or several key words related to the topic of the day |
|Focus on how they perform a particular operation (problem solving) |
|Explore their feelings about their learning |
|Write dialogue about a crucial point in the day’s lesson |
|ABC Review (See ABC Graffiti) |
|Grouped in partners or in teams, students will draw letter tiles and use the tile as the beginning letter of a topic, concept, word, or phrase from the unit or|
|lesson being reviewed. |
|One Word Summary |
|In a one word summary, students search for one key word to represent or summarize a concept or topic studied in class. The word can be an actual word or an |
|invented word-one that serves a mnemonic device to capture the ideas that are important to remember. |
| |
|Once the student has identified or created the essential word, she/he writes two or three sentences to explain the word choice. |
|Examples: |
|Write one word that summarizes: |
|Mammals: nurses because the thing that distinguishes mammals from all other animal forms is that they |
|nurse their young. |
| |
|Integers: holy-o An integer is any positive or negative whole number or zero. |
| |
|The Battle of Gettysburg: Abeliterate Abe Lincoln gave his famous address there in memory of all the lives |
|that were obliterated-more than in any other battle of the Civil War. |
|Other ideas: |
|As an alternative to words, have students create a symbol or logo. |
| |
|Important-Emphasize the importance of taking time to find or create a fitting word that will help students to remember important information about the topic |
|one month from now. |
|The Last/First Word (see sheet) |
|The topic to be summarized becomes an acronym. Students brainstorm all the things they can remember about the topic and then elaborate on those ideas to create|
|phrases that start with each of the letters of the topic. |
| |
|Example: |
|M Most frequently occurring number in the set of data |
|O Often there is more that one in large sets of numbers |
|D Data doesn’t always have a mode |
|E Easy to determine; simply count how often the numbers recur |
|Luck of the Draw |
|Luck of the Draw is designed to insure that each class period will begins/ends with a three to five minute summary of what happened (and what was important |
|from) the day’s lesson. All student names are placed on cards and placed in a container. On the first day of instituting the routine, the teacher does the |
|summary at the end/beginning of class. She/he then reaches into the container and pulls out a name and announces which student has won “ |
|the luck of the draw.” This student will begin/end the class with a summary of the lesson. The next day, this student will select the next person. |
|Stems: |
|What did we learn about today? |
|The most important things we learned and should remember are… |
|Cheat Notes or Cue Cards (A CRISS strategy) |
|Cheat notes or Cue Cards is intended as a way to give students practice in determining what information is important to study and remember for tests. Students|
|individually create their own set of Cheat Notes-a full page of notes about things they believe will be on the test that they will have a hard time |
|remembering. Students are allowed to use the Cheat Notes on the test. For the second test, notes have to shrink to a 4x6 index card. The next time, it is a |
|3x5 card. Eventually, students have to take the test with no notes. |
| |
|Cheat notes are turned in with the exam. While grading the exams, the teacher studies what the students have included on their notes. This is a great way to |
|improve note taking and study skills. |
| |
| |
|The Important Thing |
|Use “The Important Thing” when you want students to review factual content and discriminate between main idea and details. |
|How to use: |
|After teaching a topic or reading a passage. Provide students with the basic format. You can shape the directions to fit the focus of your lesson. An example|
|of variation is to change from the main ideas verses the moral learned in the story. |
|How to evaluate: |
|Did the students target details and then locate the main idea as the Important Thing or did the student just list another detail as the important thing. This |
|will provide insight into the students understanding. You can also ask students to share out. This discussion can springboard into fact and opinion. |
|The Important Thing… |
| |
|The important thing about ____________ is ________________. |
| |
|Another detail |
|Another detail |
|Another detail |
| |
|But the important thing about ____________ is ________________. |
|Framed Paragraph |
|Introduction: |
|Framed paragraphs are pre-writing tools that help students write well-developed paragraphs. They are skeleton formats containing information about the main |
|ideas and transition words that guide the organization and the development of supportive details. This strategy is effective for helping students with essay |
|tests. |
|Structure of Framed Paragraph |
|The topic sentence is a general statement or opinion. |
|Use from three to five examples to develop the topic or opinion. |
|Use transitions when needed. |
|Include a summary sentence at the end if you wish. |
|Incorporate a variety of sentences; long and short, simple and complex. |
|Assessment Use: |
|While the purpose of this strategy is to help students write well-developed paragraphs, it is a very effective strategy for assessing what students know. |
|Having students complete a framed paragraph that reviews the main concept(s) of the lesson is an easy way to see what students understood while identifying |
|misconceptions. |
|One Pager |
|A one-pager should include: |
|A visual image, symbol, and representation of an idea/concept that is especially important to you from the reading-use color to further your symbolic meanings.|
|Markers, crayons, colored pencils are all good choices, and you may find photographs, magazine clippings, or other sources that will increase the visual impact|
|of your work. |
|At least TWO direct quotes from the text, selected for whatever purpose you like. They may show important ideas, or ideas you question, or issues that have an|
|especially clear relationship. Be sure to use quotation marks and indicate from where you took the quote. |
|At least one question. Determine what question must be answered for an understanding of the reading materials main idea OR what questions you still have |
|regarding the reading. |
|At least two statements from you. These can paraphrase ideas from the reading, or they can connect/link parts of the reading to other sources you know, or |
|they might tell about your own experience as it connects to these ideas. |
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|4 Squares: |
|Have students fold a sheet of paper into 4 quadrants and number them as shown. |
| |
|1 |
| |
|2 |
| |
|3 |
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|4 |
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|As you are teaching the lesson, stop periodically and have them respond to a prompt or question. The responses are recorded in one of the squares. I usually |
|have students respond at natural “breaking” points in the lesson. |
| |
|Collect these at the end of the lesson to get a picture of students’ understandings throughout the lesson. |
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Summarizing Summarizing Strategies
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