Metacognitive exit tickets are quick metacognitive reflection tasks your students (11-16) can do at the end of lessons. This download includes ten printable exit ticket designs in five engaging formats.
 
Metacognitive exit tickets are quick, end-of-lesson reflection tools designed for students aged 11-16, helping them engage with the evaluation and regulation stages of the metacognitive cycle. This resource includes ten double-sided, colourful designs in five formats, focusing on target setting, strengths and weaknesses analysis, learning strategy regulation, and self-evaluation of performance. Easy to use, these tickets are a practical way to foster metacognition and self-regulated learning by encouraging students to reflect on their learning before leaving class.

These colourful, double-sided, printables are a simple way to foster metacognition and self-regulated learning behaviours in your students. Reflections are focused on:
 
Target setting
Strengths/weakness analysis
Learning-strategy analysis and regulation
Self-evaluation of learning performance
 
Metacognition is generally understood in cyclical terms: it involves planning, monitoring, regulating and evaluating thoughts, thinking and learning strategies. This resource focuses on the evaluation and regulation aspect of the metacognitive cycle.
 
Using this resource is easy: simply give your students a ticket each at the end of the lesson - students must complete the ticket before they are allowed to leave!
 
This resource will enhance your teaching practice because it:
Encourages students to evaluate their learning strategies and performance, fostering metacognitive awareness.
Promotes self-regulated learning by integrating reflection and regulation activities into daily lessons.
Focuses on practical skills like target setting and analysing strengths and weaknesses to improve learning outcomes.
Provides a simple, engaging way to end lessons while encouraging thoughtful reflection.
Offers flexible, colourful designs that can be used across various subjects and teaching contexts.