Think Pair Share
Teacher asks a questions,
students write down a
response. They are then
placed into pairs to discuss
their responses.
Fist of Five
After a lesson, the students
will hold up the amount of
fingers associated with the
amount of understanding
they have on the content
learned.
1 Finger = Little
Understanding
5 Fingers = High
Understanding
Inside Outside Circle Self-Assessment

The class splits up into two Students will write on a half

groups and form circles. One sheet of paper how well they
group forms and inner circle believe understand the topic
and faces outward, the other at hand. They must back up
group forms a larger circle their claim with examples
and faces in. The teacher from the lessons
presents a question or a
prompt. The students facing
each other discuss. After a
certain amount of time the
inner circle rotates 1 person
to their right.
Three Ws Pros and Cons

Students discuss or write: Students list pros and cons

of the issues discussed in
What did we learn class (could also do
today? Advantages and
So What? (Relevancy, Disadvantages).
importance, usefulness)
Now What? (How does
this fit into what we are
learning, does it affect
our thinking, can we
predict where we are
going.
Journals
Have students keep a daily
journal. Have them write
their thoughts on the lesson
and what they learned or are
unsure of.
Three Facts and a Fib
Students write down three
facts and one fib about the
content being learned. Ball
up the paper and throw them
into a pile at the middle of
the room. Have students pick
up a random paper ball. Go
around and have each
student read the paper the
grab in an attempt to
identify the fib.
Four Corners Misconception Check

The teacher poses a question Present the students with a

or makes a statement. common or predictable
Students then move to the misconception about the
appropriate corner of the concept being covered. Ask
classroom to indicate their them whether they agree or
response to the prompt. For disagree and to explain why.
example, the corner choices
might include:
I strongly agree
I strongly disagree
I somewhat agree
Im not sure
Exit Ticket
Present the students with a
question related to the topic
of the lesson. Have them
right it on a slip of paper and
to turn it in as they leave the
class.
Fly Swatters
Students are divided into two
teams to identify correct
answers to questions given
by the teacher. Students will
use fly swatters to slap the
correct response posted on
the wall (could be from
projector).
Roll the Dice One Sentence Summary

Roll and dice at the end of Students are asked to write a

class, whichever number the summary sentence that
dice lands on is what the answers: who? What? When?
students will answer. Where? Why? How? About
the topic of the lesson.
1. I want to remember
2. Something I learned
today
3. One word to sum up
what I learned
4. Something I already
knew
5. Im still confused
about
6. An a-ha moment I had
today
Thumbs up, middle, or down Two Roses and a Thorn

A quick and simple response. Have the students name two

Ask the students if they for things they either liked or
their level of understanding. thought was interesting from
the lesson. Then one thing
Thumbs up = They think that they disliked or do not
they understand. completely understand from
Thumbs to side = They the lesson.
are not sure.
Thumbs down = They Good Idea for an Exit Ticket
are not sure/do not
understand.
Advantages/Disadvantages
Presented like a Graffiti Wall,
ask students to list the
advantages and
disadvantages of a topic.
Discuss.
Metacognition
Metacognitions allows for the
students to process what
they did in class and why it
was done. At the end of class
(or each assignment), have
students complete a table
similar to the one below.
Collect and provide feedback
of a select few.
What did we do?
Why did we do it?
What did I learn?
Today?
How can I apply it?
What questions do I still
have about it?
Doodle It
Have students draw
something that represents
an idea of what was learned
in the lesson.
Graffiti Wall
Present the class with a
question, put it on the white
board/chalkboard and have
the students write what they
think the answer is on the
board.
Check for Transfer Extension Projects

Check to make sure your Examples:

students are able to transfer Diorama
a concept from one domain Poster
to another. (I.e. have Collage
students create something ABC Books
that applies to what they
learn).
Any creative ideas students
can come up with to
demonstrate additional
understanding of a concept.
Take and Pass Venn Diagram

Cooperative group activity Have students compare and

used to share or collect contrast a topic using a Venn
information from each diagram.
member of the group;
students write a response,
then pass to the right, add
their response to next the
paper they then receive,
continue until they get their
original papers back, then
group debriefs on their
responses.
Hand in, pass out Sort Cards

Ask students questions, have Have cards with categories

them respond on a piece of and cards that describe said
notebook paper categories. Split students
anonymously. Students then into groups and have them
hand their papers in. The sort the cards into their
teacher then randomly hands correct categories.
them back out to the
students for grading.
Students will the peer assess
the paper they receive. The
teacher then informally polls
on the questions answered
correctly.
Stop Light (Red, Yellow,
Green)
Students give feedback to
teacher by displaying the
color that corresponds to
their level of understanding.
Green Understands Well
Yellow Understands
Somewhat
Red Does Not Understand
Idea Spinner
The teacher creates a
spinner marked into 4
quadrants and labeled
Predict, Explain,
Summarize, Evaluate. After
new material is presented,
the teacher spins the wheel
and asks students to answer
a question based on what the
spinner lands on.
3..21 A-B-C Summaries

Each students in the class is

3 Things you learned assigned a different letter of
the alphabet and they must
2 Things you found select a word starting with
interesting that letter that is related to
the topic being studied
1 Question you still have