Lockdowns in the school year 2020-21 have presented an unusual situation, with our pupils working through the majority of the lesson tasks themselves. Similarly, Jenkins et al.’s flipped learning model suggests the teacher sets pre-recorded lessons to be followed individually, prior to the class getting together to discuss and build beyond this initial learning. Their model “requires that students be active and engaged participants in their learning process” (2017).
As teachers, one of the biggest contributing factors in raising the attainment of a pupil is to create an environment where pupils feel encouraged to be active and work to achieve beyond their predicted outcome (Siraj-Blatchford et al., 2011). Providing an opportunity for dialogue and giving high quality feedback ensures the pupil knows what they need to do to improve their progress and helps them to understand their own learning (Education.gov.uk, 2018).
Our Professional Inquiry group discussed the differences between home learning and teaching in the classroom. Whiteboards and exit passes are teaching tools regularly used in the classroom to gauge pupil understanding and the group felt that adapting the exit pass as an online tool may help both the pupil develop an awareness of their own learning and keep the teacher informed of the levels of understanding within the class.
Exit passes are usually submitted at the end of a lesson. Izor (2019) suggests that students can be reluctant to provide answers or ask for help in front of their peers and exit passes, as a private submission, solve this. Formative assessment used through exit passes can help the teacher to gauge if a topic needs re-covered. Marzano (2012) suggests that exit passes can also help a pupil to consider their work and self assess their understanding of the lesson; ask for opinions on the effectiveness of a teaching method; or simply check how a pupil is feeling.
The aim of our inquiry was to explore the effectiveness of online exit passes in raising attainment through helping pupils to become more aware of their own learning and opening a channel for dialogue with their teacher. The exit passes would be issued to one class over the course of four weeks and the returned content analysed. A comparative survey submitted at the start and end of the research period would gauge any changes in pupil opinion. During the research period we would continue to interact with our classes online through Microsoft Teams meetings, set online assignments and feedback digitally on their task submissions.