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Lesson Closure with Examples or
40 Ways to Leave a Lesson
CLOSURE - what the instructor does to facilitate wrap-up at the end
of the lesson - it is a quick review, to remind students what it was
that they have learned (or should have learned) and allows you to
see where the students are to assist you in planning for the next lesson.
The intellectual work should be done by the students - not the instructor summarizing for the students and
telling them what they learned.
Closure allows students to summarize main ideas, evaluate class processes, answer questions posed at the
beginning of the lesson, and link to both the past and the future.
Closure is an opportunity for formative assessment and helps the instructor decide:
1. if additional practice is needed
2. whether you need to re-teach
3. whether you can move on to the next part of the lesson
Closure comes in the form of information from students about what they learned during the class; for
example, a restatement of the instructional purpose. This information then provides a knowledge of the
results for the teacher, i.e., did you teach what you intended to teach and have the students learned what
you intended to have them learn?
Lesson Closing in a nutshell can be one or some combination of
the purposes below. |t should be a meaningful end to the lesson.
Reviewing the key points of the lesson.
Giving students opportunities to draw conclusions from the lesson.
Describing when the students can use this new information.
Previewing future lessons.
Demonstrating student's problem-solving process.
Exhibiting student learning.
Creating a smooth transition from one lesson to the next lesson.
Assembled by Ann Sipe ^ G randview School District, Gran dview WA
P age 2 of 5
Title Synopsis
Notes can be used in a variety of ways. Completing the summary, checking with
1. Cornell Notes a partner for completeness, comparing to teacher's idea of what the key ideas
were. http://coe.imu.edu/learningtoolbox/cornellnotes.html
Each day students write about 2 things they learned (use of a journal could
2. Journal Entry incorporate most of these other closure examples)
http://content.scholastic.com/browse/article.isp?id = 3583
Student must answer in writing questions or reflect in some way about the
learning before being allowed to leave the room.
3. Exit Pass Math example - work a question from the material covered during the lesson, use
as formative assessment for the following day, sort into piles: got it/ didn't get it
or minor errors / conceptual errors
I really understood this idea.
I have a few questions about. before I can say I understand I don't even
know where to start on .
Examples ! I am excited about.
: I'd like to learn more about.
? a questions I have is.
A This point is really clear
One thing that squares with things I already know is.
This is a variation of the exit pass and great for a 90-30 second gap before
dismissal. Depending on time, have students discuss the day's vocabulary and
4. You're stuck here then they have to define one word in their own words, to you, before they go out
until... the door. If they are having difficulty, have them step to the side and listen to
several other students and then try again. This should be framed in good humor,
not in a punitive way.
Students quickly and verbally share one thing they learned in the class today.
You can have them toss a ball from one to another or just have volunteers.
(Caveat - you have to have a safe trusting environment. I have seen this done
5. Whip Around
where kids chose others based on their perception that the student won't have
anything to say.)
Assembled by Ann Sipe ^ G randview School District, Gran dview WA
P age 3 of 5
6. 3-2-1 3 things they learned, 2 things they have a question about, 1 thing they want the
instructor to know - post-its, index cards, whatever
Student writes one question they have about the topic of this lesson. This can be
something for which they know the answer or for which they want an answer.
7. Fishbowl Form an inner and outer circle. Share question with the person in front of you see
if they know the answer, switch who is asking question, if time rotate to a new
partner
8. Summary Paragraph What was learned today - be specific with examples!
9. Explain a Procedure Write to an absent student and explain how to....................
Students write a detailed explanation of a procedure - with an example to
demonstrate their understanding of the concept. They then give their partner the
10. Here's How...
un-worked example and the detailed instructions and have the partner work the
example from the directions. Then they peer edit the procedures for clarity.
11. Cliff Notes, Jr. Students prepare a "cheat sheet" that would be useful for having during a quiz
over the day's topic.
Students discuss or write
12. Three W's What did we learn today ?
So What ?(relevancy, importance, usefulness)
Tell the person next to you 2 (3,4,5,.) things you have learned today, then the
groups report out.
13. Pair / Share Variation is to have students Think/Write/Pair/ Share
Students create graphic representations of their learning and post them.
Students can either share out the posters or students can move from station to
14. Gallery Walk
station - writing questions or comments, noting similarities and differences,
reflect on what they might do differently if they were to repeat the process.
15. Choose from the Daily Student choose two questions from a generic list to respond to about the day's
Dozen lesson.
Could be daily or intermittent. 2-4 questions to show what they learned. Small
16. Quiz individual whiteboards work well for a formative assessment and reduces the
paperwork. Don't forget to ask conceptual questions!
Assembled by Ann Sipe ^ G randview School District, Gran dview WA
P age 4 of 5
17. Thumbs Up / Thumbs Pose some questions that can be answered thumbs up/down/ sideways, ask for
down explanation of the decisions.
Quick doodles Doodle / draw two or three concepts presented in the lesson may include words
18.
or numbers.
19. Key Ideas
Students list the key ideas from the lesson and why they were important.
20. "What am I?" (riddles
Have students construct clues (riddles) about the key terms and quiz partners or
for key terms) the room
Teacher gives answer. Students create the question. This works well with dry
21. Jeopardy
erase boards.
Be Alex Trebek Student poses answer/question to group about lesson -responses should come
22.
from other students, not the teacher
23. Be the Teacher
Students present three key ideas they think everyone should have learned. Could
be done with a group or individually -responses can be either oral or written.
24. The Five W's
Students explain the who, what, where, when, why and how of the lesson.
25. Credit Cards
Students are given an index card and required to state the lesson's objective and
if they feel that objective was met. Credit given for participating.
Postcard Students are given an index card and they write a postcard to their parents
26.
explaining the day's lesson.
27. Pros and Cons Students list pros and cons of the issue discussed in class (might be a challenge
in a math class.)
28. So What's Up Students raise questions about something they either were unsure about or need
With ....? clarification. Can be done orally or written.
29. Quiz Master Students prepare a short quiz (+ 5 questions with answers) At least 2 of the
questions must start How.? or Why.?
30. Journal Entry Each day students write about 2 things they learned (use of a journal could
incorporate most of these other closure examples.)
31. I Care Why?
Students explain relevancy of the concept to their life or how they might use it.
Students create a "time line " of the concepts taught (sequence the concepts) or
32. It Fits Where? explain a connection to something else they know.
Assembled by Ann Sipe ^ G randview School District, Gran dview WA
P age 5 of 5
Students receive an envelope containing a card with a word or phrase selected
33. Element of Surprise by the teacher. Students discuss the concept and list the content-specific
vocabulary necessary to discuss it.
34. Numbered
Students in groups of up to five are numbered sequentially. As a group they
Heads Together
create a list of 3-5 things learned in the lesson and then the teacher calls one
number from each group to report to the class something they learned.
Students write open ended questions on index cards. Two students are selected
to come forward. The first student draws a question card and poses the question
35. We Learned What? to the class. After the class discusses the question and answers with their
partner - the second student draws a student name card to respond to the
question. (These questions could also be used to launch the next day's lesson.)
36. We're Going Where? Students predict the topic of tomorrow's lesson - be sure to refer to the
predictions the next day as either an opener or in closure.
37. It Looks Like This An actual object or model that directly relates to the lesson is shown and
students explain how it connects to the day's concept.
38. Sell It To Us Write a jingle that explains the main idea of the lesson.
39. Commercial Students write a 1 - 2 minute commercial to use at home when asked, "What
happened in math class today?"
Synectics connect unrelated ideas through metaphor. Students have a sheet with
40. 4 box synectics four boxes. In each box is a stem. Solving equations in like eating and orange
because..." "Solving equations is like driving a car because."
Resources used
Kristine Rindeblad Coach Extraordinaire
T errific teachers at Grandview Middle and High Schools; Gran dview, WA OSPI F
unded Math Coaches 2007-2009
About - S econdary Education Blog www.eduref.orq/Virtual/Lessons/Guide.shtml
Educators Reference Desk, How to write a lesson Plan
Winning Through Student Participation in Lesson Closure. Patricia Wolf and Viola Supon . EDRS (ERIC)
Assembled by Ann Sipe ^ G randview School District, Gran dview WA
