Use entrance tickets to help students assess what they know and what they need to learn: Ms. Scalzetti gives students an entrance ticket at the beginning of each class. Students understand this is an opportunity to show what they know. They also recognize that there are future opportunities if they’re not yet ready to complete it. There is no time limit on completing the entrance ticket in order to avoid the illusion that students who finish faster are more advanced than others.
Entrance Tickets to Drive Learning Plans
CICS West Belden
- 7%African American
- 0.9% White
- 90%Low Income
- 13%Diverse Learners
- 40%English Learners
How Entrance Tickets Work in Ms. Scalzetti's Class
Help students use the result of their entrance ticket to determine how they learn for the day : Ms. Scalzetti offers two options for students to plan their learning for the day – workshop and seminar. Students grade their own entrance tickets together as a class, and then each student uses their result to determine the most appropriate learning option for them on that day.
Provide multiple self-directed learning activities for students who are ready to apply their learning: Students who feel proficient move into self-directed workshop, which provides more extensive work. Students select activities that take them deeper into the content, including opportunities for real-world applications of the skill.
Offer small-group support for students who want more guidance and instruction: Seminar provides small-group, teacher-led instruction for students who feel they need more support and guidance. Many students choose seminar when new skills are introduced. Rather than leading whole-class instruction, Ms. Scalzetti divides the class so she can hold two consecutive seminars. She and her students value the more intimate small-group, collaborative structure.
Design learning activities to offer multiple ways for students to engage: To meet the needs of all of her students, Ms. Scalzetti ensures students have access to different types of learning activities. Students’ learner profiles include the approaches through which they prefer to learn, and Ms. Scalzetti uses these to create workshop activities. For students who expressed their preference for learning from videos, Ms. Scalzetti uses video tutorials like a second teacher to support student learning.