and it really resonated for me. I've been fascinated for a long time by what people are able to attend to, and what they just don't see. Some teachers never seem to notice when their students leave a room a disaster, yet others notice if a single chair isn't pushed in. I guess the other reason I loved the article is that I do have a dog who barks, usually at odd moments like when people are leaving. She gets highly anxious and really misbehaves when people are going out the door. Today however, when our visitor left, our dog didn't go nuts, and I have to find out why not, since it could be the solution to everything! However, I digress.
Two years ago, I tried an oral variation of the written exit ticket.
I would randomly pick one student each class. At the end of the period, they recorded a 30 second voice memo for me, telling what the important part of the lesson was, or what they learned that class. I used to post the recordings to a posterous site where parents and other students could hear that child’s rendition of what they thought was important or what they had learned that class. It was very fascinating, in a horrible way, because what I thought I taught was NEVER what they told me they’d learned. I cycled through every student, which took about a month, and then I'd start again. It is a super valuable experience, although quite humbling to realize that the lesson you thought you did is not what was received. Even posting learning goals in the class, co-constructed with the students, led to interesting results. If I took the goal down, and then asked, why did we do what we did yesterday, MANY of the students couldn't tell me, which was disheartening, but good to know. THOSE are the students I need to concentrate on. I need to focus my energies on the ones who can't answer why are we doing what we're doing? Read the Wiggins article. It's a fantastic reminder for the start of the new year.