“Learning is driven by what teachers and pupils do in classrooms”.
(Black and William, 1998).
During the ongoing pandemic, a decision was made at Governmental level to move all learning for secondary school pupils online. Research has demonstrated that pupils need to practice new material, which can be done via questioning, to aid leaning and to help determine how well the material has been retained (Sherrington, 2019). It is also important that as many pupils as possible take a share in the cognitive work of the lesson (Allison, 2017), again achieved through questioning. However, as a Probationary Teacher, at this cognitive stage it can be a struggle to focus on delivering a lesson, especially online, and on managing students’ behaviour (Didau, 2016). Engagement is consequently a big issue which Bill Rogers (2015), has written extensively about in the classroom. Now these theories were to fit online learning. With this Professional Enquiry the challenge was therefore not to look at something you could introduce to the classroom, observe and analyse results but something that could instead be adapted to online use and engage the attention of pupils. It was decided to move forward with a digital Exit Ticket which was issued on MS Teams prior to the end of a live online lesson.
The aims of this Professional enquiry were dependent on pupil engagement and multifactorial in scope. First, the Exit Ticket was to be used as a means of assessing student learning in the absence of a more traditional plenary. Secondly, to be able to feedback efficiently on misconceptions or specific questions taken from the Exit Ticket. Finally, to tailor and adapt lessons moving forward to ensure sufficient scaffolding or extension material in place as required.