Ways to use this list
- Last three minutes: draw one card, students answer on a sticky note and stick it by the door as they leave. Sort the notes into three piles: got it, nearly, not yet.
- Plan tomorrow from the piles: if a third of the class names the same confusing step, the next lesson starts there.
- Grades K–2: read the card aloud and let children answer with a drawing, or with a thumb up, sideways or down, instead of writing.
- High school and college: press High school & college for questions that ask students to challenge an idea, not just repeat it, and collect answers on index cards.
- Staff training: press Adults & PD at the end of a session; people write before they leave, and you get honest feedback for next time.
- Choice of two: set Winners to 2 and students answer whichever card suits them, which lowers the stakes for anxious writers.
Press Draw a card, tap the game or press the Space bar. Change the list in the box as you
like: add your own, delete what doesn't suit you, or write *2 after an entry to give it double the
chance. The game buttons switch the same list to a wheel, duck race, hat and more.
The full list (36 entries)
- What is one thing you learned today?
- What is still confusing you about today's lesson?
- Explain today's big idea in one sentence.
- What question do you still have?
- How would you explain today's lesson to a younger student?
- Give one example of what we learned today.
- What was the most important word today, and what does it mean?
- What did you find easy today, and what was hard?
- Draw a quick sketch that shows what you learned.
- Finish the sentence: "Today I realised…"
- What helped you learn best today?
- Thumbs up, sideways or down: how well do you understand it? Why?
- What would you tell a classmate who missed today's lesson?
- What surprised you today?
- 3-2-1: three things you learned, two you liked, one question you have
- Write one quiz question about today, with the answer.
- Which part would you like more practice on?
- How does today connect to something we learned before?
- Where could you use what you learned today outside school?
- Sum up today's lesson in exactly ten words.
- What mistake might someone make with this, and how can they avoid it?
- Rate your confidence from 1 to 5 and explain your rating.
- What is the strongest argument against today's main idea?
- Which point from today would you challenge, and why?
- What assumption does today's topic rest on?
- How could you use today's idea in a job or career?
- Write a test question that would show real understanding.
- What was the muddiest point of today's lesson?
- Connect today's topic to another subject you are studying.
- If you had to teach this in five minutes, what would you leave out?
- What is one idea from today you will try this week?
- What support would you need to put this into practice?
- Which idea do you want to discuss with a colleague?
- What would make the next session more useful for you?
- What will you stop, start or continue after today?
- How does today's session fit with what you already do?
📖 Related guide: How to pick students at random, fairly
Questions people ask
What is an exit ticket?
A short question students answer at the end of a lesson, usually on a slip of paper or a sticky note, before they leave. In a minute or two it shows the teacher who understood the lesson and who needs more help.
How long should an exit ticket take?
Two to five minutes. One question is usually enough: it is a quick snapshot, not a test, so keep it short and don't grade it for marks.
What makes a good exit ticket question?
One that makes students show their thinking instead of just saying they understood. "Explain it to a younger student" or "give an example" tells you far more than "Did everyone get that?"
What is the muddiest point?
A classic exit question for college classes: students write down the part of the lesson that was least clear to them. Reading the answers shows which point to explain again next time.
Do exit tickets work with adults?
Yes. In staff training and professional development they work as a short reflection. The Adults & PD set asks what people will try next and what support they need to do it.