3-2-1 Exit tickets

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Exit Tickets

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The 3-2-1 exit ticket strategy is a specific style of exit ticket that encourages students to reflect on and summarize their learning, while identifying areas that require more attention. Students are asked to answer three questions. This page includes subject-specific examples as well as general information on this style of exit ticket.


Exit tickets (sometimes referred to as exit slips) are a quick method of gauging student academic progress and understanding; a means of ungraded formative assessment. This comprises a small task before leaving the classroom, such as answering a question or two, to demonstrate comprehension of learning. There are many different ways to deliver exit tickets. 

The 3-2-1 exit ticket strategy is a specific style of exit ticket that encourages students to reflect on and summarize their learning. Students are asked to answer three questions. The general format is as follows:


3 things

students learned in the lesson


2 things

they liked about the lesson, or 2 interesting facts they learned


1 question

they still have about the lesson

The prompts you use within the 3-2-1 format can change depending on your learning goals, lesson outcomes or student needs, however the general format is flexible enough to work with most subjects or lessons.

Review the responses to help you differentiate your instruction. How did your class go as a whole? Was there enough understanding to proceed with the next concepts? For those who are still struggling, how can you adjust your lesson plan to revise what is needed?


  • Gives students the chance for self-modification prior to summative assessment
  • Embeds reflective learning practices
  • Teachers can use responses to guide lesson planning, understand what concepts may need further review, and learn what students enjoyed


What adaptations can be made?
  • Change the requirements: eg 3 things like like, 2 questions, 1 thing they learned
  • Use mid-lesson for a quick check-in 
  • Adapt for core subjects (see examples below)
What age group is this strategy best for?
  • For younger students, this can be done as a class discussion, with teachers documenting the ideas. If students have many ideas to contribute there may be more than the 3-2-1 for each area, but the basic premise remains the same
  • Students who are able to write clearly and relatively efficiently can complete this task independently at the end of class
Can this be used for online or remote learning?

Digital tools like Loop can help you set up these questions and quickly distribute to students devices. Additional benefits of digital tools include scheduling questions in advance, and directly replying to students if you want to clarify their answers or understanding.

3-2-1 exit ticket ideas and examples

Reading and grammar


3 - adjectives you’d use to describe the protagonist

2 - ways the setting influences the plot

1 - predict what will happen in the next chapter


3 - abstract nouns in the reading

2 - adverbs in this chapter

1 - example of a compound sentence

Math & Science

Math (example - word problem solving):

3 - problem-solving strategies for word problems

2 - things to do after you have solved the problem

1 - thing you find yourself getting stuck on regularly

Science  (example - cell biology):

3 - organelles within an animal cell 

2 - elements of cell membranes

1 - function of lysosomes

Social studies/HASS 

Social Studies (example - biographies):

3 - questions you’d like to ask this person 

2 - most interesting things about their life 

1 - thing about them that you most relate to

Non-fiction text:

3 - new facts you learned 

2 - words that helped you understand the context better

1 - question you still have

Asking great 3-2-1 exit ticket questions

To get the most out of the exit ticket process, questions should:

  • Be low stakes, i.e. ungraded, to elicit genuine responses
  • Be short and open ended
  • Link directly to the learning outcomes
  • Focus on skill(s) or concept(s) being taught
  • Allow students to demonstrate understanding
  • Challenge students to synthesise what they have learnt
  • Prompt reflection and leave space for areas of struggle
  • Use clean specific language that is not vague or ambiguous.
  • Avoid passive and negative wording that will enforce “I can’t” attitudes

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