The best examples of 3 examples of exit tickets for active learning

Three core examples of exit tickets for active learning

Let’s start with three core patterns. These are the best examples to master first because you can tweak them for almost any lesson or test prep session.

1. The “One Big Takeaway + One Question” exit ticket

This is probably the most widely used example of an exit ticket for active learning because it’s simple and powerful.

You ask students to write two short responses:

• One big takeaway from today’s lesson
• One question they still have or something that’s confusing

You might phrase it like this:

Prompt: “Write one sentence about the most important idea from today, and one question you still have. Be as specific as possible.”

Why this works as an active learning tool:

Students have to summarize, prioritize, and reflect—three core active learning moves. Instead of passively leaving class, they decide what mattered most and where they’re stuck.

Real examples across subjects:

• SAT reading prep: “Today’s key idea about reading passages was… One question I still have about eliminating wrong answer choices is…”
• Algebra: “The most important step when solving systems of equations is… I’m still unsure about what to do when the lines are parallel because…”
• Biology: “The main idea about photosynthesis is… I’m still confused about how light intensity affects the rate because…”

This is one of the best examples of 3 examples of exit tickets for active learning because you can skim the questions afterward and instantly see patterns. If half the class is confused about one step, you know exactly where to start tomorrow.

To deepen the active learning, you can:

• Begin the next class by projecting 3–4 anonymized questions and having students answer them in pairs.
• Ask students to update their notes with answers to their own exit‑ticket questions.

2. The “Rate Your Confidence” metacognition exit ticket

Another strong example of 3 examples of exit tickets for active learning focuses on metacognition—students thinking about their own thinking.

In this version, students:

• Rate their confidence on key skills or concepts
• Explain why they chose that rating
• Identify one step they’ll take to improve

A simple template:

Prompt: “Rate your confidence from 1–5 (1 = very unsure, 5 = very confident) on today’s skill: [e.g., factoring quadratics / analyzing primary sources]. Then explain why you chose that number and write one step you can take to move up by one point.”

Real examples include:

• ACT math: “Confidence with word problems: 3/5. I picked 3 because I can set some of them up but get stuck turning words into equations. One step: I’ll rewrite at least three word problems tonight using only numbers and symbols.”
• AP U.S. History: “Confidence writing thesis statements: 2/5. I can list facts but not connect them into an argument. One step: I’ll practice turning two of today’s notes into ‘Although X, Y because Z’ sentences.”
• Nursing exam prep (NCLEX): “Confidence with prioritization questions: 4/5. I usually pick the right answer but hesitate between two options. One step: I’ll review the ABCs (airway, breathing, circulation) rules tonight and write them at the top of my notes.”

Research from places like Harvard’s Bok Center for Teaching and Learning shows that metacognitive reflection improves long‑term learning and helps students become more independent learners. This exit ticket nudges them in that direction in just a few minutes.

3. The “Apply It to a New Scenario” exit ticket

The third of our core examples of 3 examples of exit tickets for active learning pushes students to transfer a concept to a fresh situation. This is especially valuable in test prep, where questions rarely look exactly like the examples from class.

You give students a short, new scenario and ask them to:

• Identify the concept or strategy they’d use
• Explain or show how they’d apply it

A basic version:

Prompt: “Here’s a new situation: [short scenario]. In 2–3 sentences, explain which strategy from today you’d use and why.”

Real examples:

• Chemistry: After a lesson on limiting reactants, you show a different chemical equation and ask, “Which substance is the limiting reactant here, and how can you tell?”
• Geometry: After working on similar triangles, you show a new diagram and ask, “How could you use similar triangles to find the missing side length?”
• LSAT logical reasoning: You provide a new argument and ask, “Which question type from today does this most resemble (strengthen, weaken, assumption), and what would be your first step to analyze it?”

This is one of the best examples of exit tickets because it mirrors the kind of transfer and flexibility high‑stakes exams demand. You’re not just checking if students memorized; you’re checking if they can use what they learned.

More real examples of exit tickets for active learning you can use tomorrow

Once you’re comfortable with those three core patterns, it’s easy to expand your toolkit. Here are more examples of exit tickets for active learning that work especially well in 2024–2025 classrooms, including hybrid and online settings.

Quick “2–minute quiz” exit ticket (retrieval practice)

This example of an exit ticket turns the last minutes into retrieval practice, which cognitive scientists consistently recommend for stronger learning and test performance. The Learning Scientists and many university teaching centers emphasize that low‑stakes retrieval helps students remember more over time.

Instead of a formal quiz, you ask 2–3 short questions:

• One straightforward recall question
• One application question
• Optional: one “explain in your own words” question

For instance:

• Statistics: “1) Define ‘p‑value’ in your own words. 2) Today we got a p‑value of 0.03. What does that tell us about the results?”
• Middle school ELA: “1) Write the definition of ‘theme.’ 2) What is one possible theme from today’s story, and which detail supports it?”

To keep this an example of active learning—not just a mini‑test—have students quickly compare answers with a partner at the start of the next class and revise in a different color.

Three‑column “Got It / Sort of / Not Yet” exit ticket

This example of an exit ticket for active learning helps you see at a glance where the class stands, while pushing students to self‑assess.

Students draw three columns and sort today’s skills or concepts into them:

• Got It
• Sort of
• Not Yet

Then they pick one item from “Sort of” or “Not Yet” and write:

• Why it feels shaky
• One question they have about it

Real examples include:

• Algebra II: Students list “graphing quadratics,” “factoring,” “completing the square,” and “using the quadratic formula.” They place each into a column, then explain why “completing the square” is in “Not Yet.”
• AP Psychology: Students sort “classical conditioning,” “operant conditioning,” and “observational learning,” then write a question about the difference between positive and negative reinforcement.

This is a good example of 3 examples of exit tickets for active learning because it blends self‑assessment, categorization, and question generation—all active processes.

“Teach It to a Friend” micro‑explanation exit ticket

Here, students imagine they’re explaining a concept to a younger sibling or a friend who missed class.

Prompt: “In 3–4 sentences, explain today’s main idea to someone who was absent. Use simple language, and include one example.”

Why this works:

• Students must reorganize the material in their own words.
• They catch gaps in their understanding as they try to explain.

Examples include:

• Chemistry: “Explain to a friend what a mole is and why chemists use it instead of just counting atoms.”
• U.S. Government: “Explain the difference between federalism and separation of powers to a friend who thinks they’re the same thing.”

This style of exit ticket lines up with what many teaching centers, such as Vanderbilt University’s Center for Teaching, recommend: getting students to explain concepts in their own words as a form of active learning.

“Connect Today to the Test” exit ticket (test prep focused)

In test prep courses, one of the best examples of exit tickets for active learning is a prompt that forces students to link today’s lesson directly to the exam they care about.

Try something like:

Prompt: “Describe one way today’s lesson will show up on your [SAT/MCAT/NCLEX/AP] exam. Write a sample question or scenario that could appear on the test.”

Real examples:

• SAT writing: A student writes a sample question about fixing a comma splice using today’s rule about independent clauses.
• MCAT biology: A student sketches a short passage about enzyme inhibition and adds a question about competitive vs. noncompetitive inhibitors.
• AP Calculus: A student writes a possible free‑response question involving related rates, based on today’s ladder‑against‑a‑wall example.

Now your exit ticket isn’t just “What did we do today?”—it’s “How does this help me on the test?” That’s a powerful mindset shift.

“AI‑assisted reflection” exit ticket for 2024–2025

Given how common AI tools have become, a modern example of an exit ticket for active learning can explicitly teach students how to use them responsibly.

Prompt: “Write a short explanation of today’s concept in your own words. Then, if allowed, use an AI tool to generate a different explanation. Compare the two: what did the AI do well, and what did it miss or get wrong?”

This works best in older grades or college, and only if your institution’s policies allow AI use. It encourages students to:

• Practice explaining concepts
• Critically evaluate AI output
• Notice where their understanding is stronger than a generic summary

For up‑to‑date guidance on AI in education, many instructors look to university teaching centers and organizations like ED.gov for policy discussions and research summaries.

How to choose among these examples of 3 examples of exit tickets for active learning

With so many real examples on the table, how do you pick the right one for a given day? A simple way is to match the exit ticket to your goal:

• If you want to identify confusion: use the “One Big Takeaway + One Question” or the three‑column “Got It / Sort of / Not Yet.”
• If you want to build metacognition: use the confidence rating exit ticket or the three‑column sort.
• If you want test‑style practice: use the 2‑minute quiz or “Connect Today to the Test.”
• If you want transfer and application: use “Apply It to a New Scenario” or “Teach It to a Friend.”

You don’t have to use the same example every day. In fact, rotating through different examples of exit tickets for active learning keeps students engaged and gives you different kinds of information.

A practical rhythm many teachers like:

• Early in a unit: more “Got It / Sort of / Not Yet” and “One Big Takeaway + One Question.”
• Mid‑unit: more “Apply It to a New Scenario” and 2‑minute quizzes.
• Right before a test: more “Connect Today to the Test” and confidence ratings.

Making exit tickets fast to use and easy to act on

Exit tickets only help if you can use the information without drowning in paperwork. A few tips:

• Skim for patterns, not perfection. You’re not grading writing; you’re scanning for common misunderstandings.
• Sort into quick piles: “Most get it,” “Mixed,” “Many confused.” Use that to adjust tomorrow’s plan.
• Reuse anonymized student answers as warm‑ups or discussion starters.
• For large classes, occasionally switch to multiple‑choice or rating‑scale exit tickets you can scan quickly.

Remember, these examples of 3 examples of exit tickets for active learning are meant to serve you and your students, not become another grading burden.

FAQ about exit tickets and active learning

Q: What are some simple examples of exit tickets I can use with almost no prep?
Simple examples include the “One Big Takeaway + One Question,” a single confidence rating with a short explanation, or a 2–3 question mini‑quiz written on the board. Students respond on scrap paper or a digital form.

Q: Can you give an example of a good exit ticket for online classes?
Yes. Use a quick form (Google Forms, Microsoft Forms, or your LMS) with one open‑ended question and one rating scale. For instance: “What’s one idea from today you could explain to a friend?” plus “Rate your understanding from 1–5.” This keeps the spirit of active learning even when students aren’t in the same room.

Q: How often should I use these examples of exit tickets for active learning?
You don’t need them every single day. Many instructors use them 2–3 times a week, or at the end of any lesson that introduces a major concept or a new test strategy.

Q: Do exit tickets work for very young students?
Yes, with tweaks. Younger students can draw a picture of their favorite part of the lesson, circle a face that shows how confident they feel, or finish a sentence stem like “Today I learned…” These are still real examples of exit tickets for active learning because kids are reflecting and making meaning.

Q: How can I use exit ticket data to improve my teaching?
Look for repeated patterns in questions and confusion. If the same issue appears across multiple exit tickets, plan a short re‑teaching segment, a targeted warm‑up, or a small‑group review. Over time, you’ll notice which explanations or activities consistently lead to stronger exit ticket responses.

Used thoughtfully, these examples of 3 examples of exit tickets for active learning can turn the last five minutes of class into some of the most valuable minutes of your entire lesson.