The following methods are to be used at the end of a lesson, unit, or day:
Agendas- These are personalized daily journals that allow comments about the learner. Agendas are sent home as a means of communication with parents and guardians.
Application Cards- At the end of instruction, educators write a real world application for the knowledge on a small card and discuss it with the learners.
CATs- Classroom Assessment Techniques: Simple, in-class activities that give both you and your learners instant and useful feedback on the teaching-learning process. They can be in the form of oral responses, written responses, or signals. Everyone responds at the same time. Example of oral response: "Class, when I say Tell Me, I want everyone to say the name of this figure. Ready, Tell Me."
Checklist-At the end of class, learners can use a checklist to see if they have info for next lesson, completed necessary activities, etc. Checklists can be used to satisfy many objectives. They can be useful as a memory tool or in encouraging creativity. They can also be used directly as assessments or as a review tool in preparing for assessments. Younger learners can circle a smile, straight face, or frown depending on how well they enjoyed the lesson.
CROWN- A closure technique that encourages learners to reflect on the completed lesson. CROWN = Communicate what you learned. Reaction to what you learned. Offer one sentence that sums up what the whole lesson was about. Ways you could use what you learned. Note how well you did today.
Debriefing- A form of reflection immediately following an activity or at the end of class. Asking questions such as "What worked well?" "What should have been done differently?" And so on.
Exit Slips - Learners must explain what they learned from the lesson in order to get a "ticket" to move on to another activity.
Grab Bag- Near the conclusion of a lesson, have a learner draw an object or word from a bag. The learner must explain or illustrate how the object is related to what they have learned.
Learning Logs- Learning logs help learners integrate content, process, and personal feelings. Have learners make entries in their logs during the last ten minutes of the day or after each completed week. They differ from journals in that journals are usually free flowing whereas Learning Logs are more concise. The following questions could be used to guide learners: What did I do today? What did I learn? What did I find interesting? What questions do I have about what I learned? What was the point of today's lesson? How does this connect to a previous lesson?
Luck of the Draw- All learners' names are put into a container. At the end of class, a learner's name is drawn at random from the container. At the beginning of the next class the learner whose name was drawn is required to present a 1-2 minute review of the previous day's lesson.
Meaningful Sentences- The educator cuts up a sentence about the day's lesson. The learner is given the words in random order and then required to rearrange the words to make a meaningful sentence.
Minute Papers- An end-of-day reflection in which learners dictate to the educator briefly to answer the questions: "What did you learn today? and "What questions do you still have?"
Muddiest Point- A question used to stimulate metacognitive thinking. Learners are asked to name or describe the concept they understand the least from the lesson (their muddiest point).
Newscast- Use the last few minutes to show newscasts produced by learners. Newscasts can either be about current happenings or be used to explore previous events.
One Sentence Summary- Learners are asked to discuss a single summary sentence that answers the "who, what, where, when, why, how" questions about the topic or today's lesson.
One Word Summary- Select (or invent) one word that best summarizes a topic. Have learners justifying the selection of the summary word.
Portfolio- A collection of creative work to showcase the learner's skills.
Self-Assessments- Learners reflect on their performance and assess themselves with educator created instruments or learner made.
Sum It Up- Have learners imagine they are placing a classified ad where every word used costs them money. Tell them each word costs 1 cent, and they can spend "so much." For instance, if you say they have 10 cents to spend, then that means they have to make a summary that has no more than 10 words. You can adjust the amount they have to spend, and therefore the length of the summary, according to the text they are summarizing and the time you leave to finish.
Summaries- Condensing information into smaller chunks. The educator controls the length by varying the method and by limiting the number of words.
Triangle Review- Draw a small triangle and have learners answer, "What are the 3 things I want to remember?" Other shapes can be used - Circle for "What are some questions still going around in your head?" or Square for "What are some things you saw, heard, or did that "squared" with your beliefs?
Ticket to Leave-Closing activity where learners respond to a short assignment. Example: Tell me three movements you used during the dance.