How I Time Shift Exit Slips

I previously wrote about my dislike of the manner in which most teachers use the well intentioned formative assessment strategy Exit Slips.

I asked this student for her sticky notes from the week for illustration…

Below is how I tried to effectively and efficiently Time Shift Exit Slips this week.  It is not perfect and I want to tweak a few things.

On Monday I began to introduce Theme prior to our beginning a unit on The Diary of Anne Frank (unfortunately, just the play, not the actual diary…).

At the end of the period, students write down three things they learned, questioned, wondered etc on a sticky note.

“Mr. Davis, aren’t you going to collect these?

“Yeah, on Thursday.”

“But…um, how do we get points…

“After you get done watching Jersey Shore you may have something to add to your sticky note…write down your understanding when you understand it…”

Bell rings.

Repeat above scene on Tuesday and Wednesday.

Tuesday, Wednesday, and Thursday students “pair-shared” their sticky notes, adding new discoveries, reviewing at the beginning of the period.

Today (Thursday) was a minimum day.  While students were working on their Weekly Summary, many began asking me if they could use their sticky notes from the week.

“Of course!”

“Mr. Davis, when are we going to turn in our three sticky notes today?

I chuckle, passing out a final sticky note, “Nope.


“Write down three things that you learned this week.  Show me what you know.  Keep the other sticky notes.”

Students then wrote down (some drew pictures) on the last sticky note what they learned, questioned, wondered for the week, giving me a snapshot of their understanding.

But, more importantly, students had all week to assess their own knowledge, to figure out what they know and do not know.

And students new they had time to acquire a better understanding, to wrestle with a concept, to see Theme play out in their world…even if it is by watching Jersey Shore.

Because, after all, it is not about the teacher; rather, it is about the students taking ownership of their own learning.