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EXIT CARDS. We have been learning about The Greenhouse Effect . Explain or depict your understanding of this important environmental issue. What questions do you have about this topic?. EXIT CARDS. On your Exit Card--- Explain the difference between prime and composite numbers.

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Presentation Transcript
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EXIT CARDS

We have been learning about The Greenhouse Effect. Explain or depict your understanding of this important environmental issue.

What questions do you have about this topic?


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EXIT CARDS

On your Exit Card---

Explain the difference

between prime and

composite numbers.

You may wish to give

some examples of each

as part of your

explanation.


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EXIT CARDS - Learning Profile

We used the following

learning strategies in this

lesson:

3 minute pause

T-P-S

Visualizing

What learning strategy or

strategies seemed to work best

for you?


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3-2-1 Summarizer

After reading over my rough draft---

3revisions I can make to improve

my draft.

2resources I can use to help improve

my draft.

1thing Ireally like about my first

draft.


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Squaring Off

Whole Group Assessment

1. Place a card in each corner of the room with one of the following words or phrases that are effective ways to group according to learner knowledge.

Rarely ever Sometimes Often I have it!

Dirt road Paved road Highway Yellow brick road

  • Tell the students to go to the corner of the room that matches their place in the learning journey.

  • Participants go to the corner that most closely matches their own learning status and discuss what they know about the topic and why they chose to go there.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.


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Yes/No Cards

YES

NO

  • Using a 4x6 index card the student writes YES on one side and NO on the other.

  • When a question is asked the students hold up YES or NO.

  • Ask the students if they know the following vocabulary words and what they mean.

  • Call out a word. If a student is holding a YES they may be called on to give the correct answer.

  • Remind them that if they don’t know the words it is OK because they will be learning them.

  • You can do the same thing with conceptual ideas, etc.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.


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Thumb It!

  • Have students respond with the position of their thumb to get an assessment of what their current understanding of a topic being studied.

  • Where I am now in my understanding of ______?

    Up Sideways Down

    I know a lot I know some I know very little

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.


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Fist of Five

Show the number of fingers on a scale, with 1 being lowest and 5 the highest.

Ask, How well do you feel you know this information?

  • I know it so well I could explain it to anyone.

  • I can do it alone.

  • I need some help.

  • I could use more practice.

    1. I am only beginning.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.


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