MONITORPROGRESSUseformativeassessmentandfeedbackGOALSETTINGEstablishingthe purposeand outcomeof yourlessonCOGNITIVELOADToo much ofthis affectsstudentoutcomesCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingFOCUSTHELEARNINGUse learningobjectivesand successcriteriaENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonAPPLYWhen studentshave a changeto put newknowledge intopracticeSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsAPKAskingstudents torecallpreviouslearningFree!TOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0NEWLEARNINGWhen youshow studentspiece ofunknownknowledgeEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentMONITORPROGRESSUseformativeassessmentandfeedbackGOALSETTINGEstablishingthe purposeand outcomeof yourlessonCOGNITIVELOADToo much ofthis affectsstudentoutcomesCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingFOCUSTHELEARNINGUse learningobjectivesand successcriteriaENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonAPPLYWhen studentshave a changeto put newknowledge intopracticeSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsAPKAskingstudents torecallpreviouslearningFree!TOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0NEWLEARNINGWhen youshow studentspiece ofunknownknowledgeEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise content

HSSC's VTLM 2.0 - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Use formative assessment and feedback
    MONITOR PROGRESS
  2. Establishing the purpose and outcome of your lesson
    GOAL SETTING
  3. Too much of this affects student outcomes
    COGNITIVE LOAD
  4. Ways of ascertaining whether students are grasping concepts
    CHECKS FOR UNDERSTANDING
  5. Contructive ways of telling students how they are going
    EFFECTIVE FEEDBACK
  6. Use learning objectives and success criteria
    FOCUS THE LEARNING
  7. A set of rules and behaviours that underpin your learning environment
    ENGAGEMENT NORMS
  8. When students reflect on whether they achieved the object of the lesson
    GOAL REVIEW
  9. When students have a change to put new knowledge into practice
    APPLY
  10. Identify, supply and fade supports
    SCAFFOLDED PRACTICE
  11. Asking students to recall previous learning
    APK
  12. Free!
  13. The place that stores all of our amazing strategies for VTLM 2.0
    TOOLBOX
  14. When you show students piece of unknown knowledge
    NEW LEARNING
  15. Modeling and fully explaining what students need to learn
    EXPLICIT TEACHING
  16. Giving students mutiple and stuctured opportunities to revise content
    RETRIEVAL PRACTICE