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# EXIT CARDS - PowerPoint PPT Presentation

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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## PowerPoint Slideshow about 'EXIT CARDS' - andrew

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Presentation Transcript

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

Explain the difference

between prime and

composite numbers.

You may wish to give

some examples of each

as part of your

explanation.

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?

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.

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!

• 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.

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.

• 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.

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.