Get Me Outta Here! Exit Strategies that Reinforce Learning

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Free 3-Page Exit Activities Download from Deb's Digital Discoveries! Click HERE or download .pdf file below.

The 3 Categories of Exit Slips

1. Prompts that document learning,
(Example: Write one thing you learned today, Discuss how today’s lesson could be used in the real world.)
2. Prompts that emphasize the process of learning
(Example: I didn’t understand…, Write one question you have about today’s lesson.)
3. Prompts to evaluate the effectiveness of instruction
(Example: Did you enjoy working in small groups today?)
Other exit prompts include:
I would like to learn more about… Please explain more about… The most important thing I learned today is…
The thing that surprised me the most today was… I wish… This point is really clear... One thing that squares with things I already know is...
One thing still going around in my head is...
Fisher, D., and Frey, N. (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall.

$2.00 Summary

Give each word a value, for example 25 cents. Summary may not "cost" more than $2.00. Share and vote for best summary. Post the winner.

Alphabet Round Table

Choose a letter of the alphabet. Students write a word, related to today's lesson, beginning with that letter.


Students write a question or vocabulary word pertaining to today's learning on a piece of scrap paper. Set up a basket and a "foul line." Students attempt to toss their balled-up question into the basket. If the question makes it into the basket, the student is allowed to ask the question for the class to answer. Spice this one up by dividing the class into two teams. Award a point for each dunk the team makes, and a point for each correct answer given.


Also known as a "brain dump." You have one minute to write everything you know about....


Provide a term or phrase that is central to today's learning. Ask students to write a definition in their own words.

Doodle a Scene

Quick sketch of a scene, idea, concept, or vocabulary word learned today.

Freeze Frame

Students draw or describe a key moment in today's lesson.


Students compose news headline that both indicates what was learned and also captures a potential reader's attention.

Hot Seat

Everyone writes a question pertaining to what was learned in class today. "Lucky" student sits in the "Hot Seat" and tried to answer as many correctly as possible. Keep it a leaderboard!

Post It

What "stuck" today? Write it on a post-it and stick in designated area.

Red Card, Blue Card

Pair students. Distribute note cards, tagboard strips, or slips of paper in red or blue so each student in a pair has one or the other. Give the class a question to answer. Students whose color is called must tell the answer to their partner.

Relay Sentence

Also known as "Whisper Down the Alley." Divide class into two teams. Show first person in line a key or summarizing phrase from today's learning. Students whisper the sentence down the line. The last person in line writes it on the board. Team that is closest to the original sentence or phrase wins.

Speed Dating

Write questions related to topic taught on index cards, one question to a card. (You can also have students do this.) Select the best from the deck, and distribute one card to each person in half of the class. Have students sit or stand facing one another in two concentric circles with the card-holders on the outside circle. Set a timer to ten seconds. Student holding card asks the question to the person facing him/her and listens to the answer. When timer goes off, card holders move one student to the right. The process is repeated for as many times as you have time. At the end, the card holder shares the best answer he/she heard in the speed dating session with the rest of the class.

Quick Talk

Give students a prompt and a short time limit (thirty seconds or so) to tell a partner everything they can think of to say in response. Then, switch roles.


Students write a quiz or test question (and provide the correct answer) that could be used to measure learning on a future assessment.

Take a Stand

This technique asks individual students or the class as a whole to take a stand on material in the lesson:
  • Whole Class: "Stand up if you agree with Sheila."
  • Individual: "Sheila says that the most important reason for the Civil War was taxes. Do you agree or disagree, Rodney?"