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By Erin Klug I know firsthand the power of reflection to improve teaching and student learning. Reflection offers me insights and connections that I can apply to new situations. One of my hopes at the beginning of this year was that my 6th through 8th grade students would learn to use and appreciate the skills of reflection as I have. I hope reflection will become a habit and skill they use for the rest of their lives.
To develop the habit of reflection in my students, I use exit cards at the end of my math periods. This engaged-learning strategy gives students an opportunity to answer reflective questions on note cards as their “ticket” out of the class. The strategy can serve as both a reflection method and an assessment tool. Depending on the question, the card can be used as a way for students to digest information, reflect on their process, or show what they have learned. Students take about 5 minutes to complete their cards, and the cards are collected and read by the teacher.
Thoughtful answers
One of the first issues that arose in the process was students rushing through their answers. Through modeling and practicing, we established guidelines for how a quality exit card looks. We discussed how quantity doesn’t always equal quality, and often there aren’t right or wrong answers to the questions. We established general guidelines: - neat handwriting
- complete sentences
- fully answered question
- explanation of why you gave the answer you did
- examples to support answers
Students were quick to say how they experienced some part of a math process—for example, what was hard or fun about exponent placement—but it took encouragement to get them to say why they felt that way. We discussed how the explanation of their feeling was the vital information we needed to improve their experience next time. I said many times, “We need to know why it was hard if we want to try to make it easier the next time we try it.” The whyportion of the exit card continues to be difficult for my students to respond to, but they are improving with practice.
Inviting input
To help students use the skill of reflection successfully, I wanted them to have a repertoire of questions they could ask themselves. At the beginning of the year, I gave students several types of questions and structures for evaluating information (see examples below). As we worked through each type of question, I added it to a chart posted on the wall. These were applied across my math curriculum and used to solicit student input on exit-card questions.
To get ready to leave math class, students refer to the chart’s menu of choices for selecting an exit-card question. Sometimes each student chooses a question, and sometimes one student chooses a question for the whole class. Either way, students are more engaged when they, rather than I, choose the question.
Reflection beyond exit cards
I use our menu of questions more broadly in my math teaching to create productive and varied reflection. For example, on a particularly challenging day, we reflect on changes that would help us the next class period. Or, if we had a class where we explored a math formula or rule, I have students reflect to identify what was newly learned, and then write down a rule that will help them retain the information. When I introduce several strategies for solving a problem, students find it helpful to think about which questioning methods they prefer. The exit cards give students practice with the different question formats, and their increasing skills show up in their math work.
Making it lively
Eventually, the exit-card activity began to seem stale, and I knew I needed to liven it up. A highly successful tweak was to have the students respond nonverbally to a reflective question. For example, I asked students to show me with their hands how comfortable they were with adding fractions, on a scale of 1 to 5 (5 fingers meaning “very comfortable”). After they had a moment to think, students showed me their score as they walked out the door. Although this quick method didn’t allow time for students to explain their answers, it provided a lively change of pace, especially on days when students needed more activity or we were short on time.
The show of fingers was an easy way to assess how everyone was feeling about what they had learned so I could plan the next day’s lesson accordingly. And it was a pleasant way to say goodbye to students; I stood at the door and each student got one last personal interaction with his or her math teacher.
A quick question
Another fun way I sometimes assess students as they leave is by asking them a question as they walk out the door, with little time to think. Exactly what I might ask is a mystery until they come to the door. For example, on a day when we were working on exponents, I held up a card and asked them to identify the exponent that was written on it. I made each card unique so I could quickly differentiate according to skill level and help all students be suc-cessful. It was a helpful way for me to assess student understanding and one last chance for them to practice a skill. They enjoyed the surprise; after they cleaned up their materials, they approached the door with a smile.
There was something satisfying to the students about the tangible quality of the exit-card exchange. Perhaps this came from the positive social interaction with their teacher, or maybe from another opportunity to show what they know, ending the math period on a positive note. Whatever the reasons behind it, the students enjoyed the process and participated fully.
Exit card extensions
This strategy involves a lot of note cards! What do I do with them after I read them? Some of them I save, especially if a student writes down a plan or strategy he or she intends to try the next day. In those instances, I return the card to the student at the beginning of class the next day. If cards were used primarily for my assessment of what students know, I record the information in my grade book. Sometimes, I send a card home with a student. I might say, “Sounds like you gained a helpful insight. I’m sure your dad would like to read this!” And sometimes I skip using cards altogether, asking them instead to write their reflection at the bottom of a page in their math notebook.
Using exit cards as one means of reflection has turned out to be fun and effective for everyone. It’s a simple and quick strategy teachers can use to help students collect meaningful information about themselves and learn the value of looking back.
Erin Klug teaches math and science to 6th-8th graders at New City School in Minneapolis MN
This article first appeared in Origins’ Special Issue, Spring 2010
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