Changing Exit Points

Changing exit points are somewhat similar to the entry points where students enter learning in different ways; they use points to express their learning in different ways. Fogarty and Pete (2011) states how changing the exit points for expressing what one knows  and is able to do, teachers can again use the spectrum of intelligences as framework (p.107). Using students abilities with different multiple intelligences allows students to express their learning in many different ways. Allowing students to select from their learning strengths enable teachers to differentiate within the expected learning outcome. When educators allow these students to use their strengths as a form of expression the can articulate what they learned about a particular subject and they have the ability to apply that learning in many different ways. Listed are five strategies that educator use as exit points within the 9^th grade classrooms.

1.      The 3,2, 1 summarizer where students state 3 things they learned about the specific topic, 2 ways in which the information relates to them personally, and 1 question about the materials used. This form of an exit point allows teachers to analyze what students learned how they could apply that learning in relevant ways.

2.      Ticket out the Door is an exit point where educators use this strategy to obtain information on what the student learned within the classroom before leaving. The educator uses an index card where the student writes a short essay on what he/she learned in class and passes it to the teacher with their names on the card. This strategy has the ability of using it through different means, so the educator must use creativity in supporting the students’ needs.

3.      The use of Graffiti Board of facts as an exit point strategy where educators use a Smartboard or posters for students to take turns to write information they learned about a specific topic.  Using this strategy allows teachers to become creative about information they want obtain from students by letting them express themselves by writing what they learned, what they knew, and what they want to learn next.

4.      Another strategy to use as an exit point is the Four Corners where the teacher arranges four different corners labeled with answers of opinionated questions.  The students move to the corner where they most likely agree and from there the teacher can create discussions about the subject based upon the students’ reasoning for selecting that corner.

5.      The Three Minute Pause is a strategy used in exit points where students express what they learned about a specific topic.  The teacher summarizes the lesson and asks the students to take three minutes to think about what they learned. The teacher allows students to write notes or sketches about their learning where the teacher now discusses with the students.

Overall, the use of exit points with the multiple intelligences provides educators with a choice of different strategies that allow students to express their learning. Educators have the ability to guide the exit points through their strengths and focus on areas where there is a need for improvement within other areas. Each of the multiple intelligences is methods that accompany the strategy where educators use creativity in the way they use those strategies. According to Fogarty and Pete (2011), teachers guide the exit point decision as students appraise their own strengths and weakness. In addition, just as it has been throughout the discussion, teachers working PLCs provide the needed brainstorms and collegial conversations to create a bank of ideas to offer as a student choice (p.108).