Reflective Journal Students identify the activity, then reflect on the material learned. Can be done in a KWL format.	Application Card Students write down at least one real-world application for what they have just learned to determine how well they can transfer their learning.	One Sentence Summary Students summarize knowledge of a topic by constructing a single sentence that answers the questions “Who does what to whom, when, where, how and why?”
Take 5! Interrupt a lecture or discussion with a five-minute writing to help students focus and reveal their understanding, as well as encourage more participation.	One Minute Summarizing Students get exactly one minute to summarize what was learned.	Index Cards Exit Slips Students write questions, key understandings, etc. on index cards so the teachers can sort and group the students for learning tasks.
MetaCognitive Journal Students analyze their own thought processes following a reading or other activity, encouraging students to reflect on their reading processes, their final drafts, or their presentations.	Test Questions Students generate test questions about content to determine understanding of key ideas.	Research Reflection After students have conducted research, they synthesize information found and describe new understandings in a written response.
Summarizing for an Audience Students write a layman’s “translation” of something they have just learned – geared to a specified individual or audience- to assess their ability to comprehend and transfer concepts.	Speculation About Effects The student examines events and speculates about the possible long-term effects resulting from such events. This type of journaling encourages the student to anticipate the effects of the event(s) experienced. The student divides the paper in half. On the left side, the student records "What Happened"--on the right, "What Could Happen Because of This."	Free-Journaling Students journal as the teacher lectures, jotting down questions and ideas they need to clarify and connections they made to content. Students may also illustrate and draw images, diagrams, and pictures about content.
Created by Christine Tomasino for the Bridging the Disconnects Grant