NEWLEARNINGWhen youshow studentspiece ofunknownknowledgeENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentMONITORPROGRESSUseformativeassessmentandfeedbackFree!CHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsFOCUSTHELEARNINGUse learningobjectivesand successcriteriaAPPLYWhen studentshave a changeto put newknowledge intopracticeAPKAskingstudents torecallpreviouslearningGOALSETTINGEstablishingthe purposeand outcomeof yourlessonEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingCOGNITIVELOADToo much ofthis affectsstudentoutcomesSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0GOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentNEWLEARNINGWhen youshow studentspiece ofunknownknowledgeENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentMONITORPROGRESSUseformativeassessmentandfeedbackFree!CHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsFOCUSTHELEARNINGUse learningobjectivesand successcriteriaAPPLYWhen studentshave a changeto put newknowledge intopracticeAPKAskingstudents torecallpreviouslearningGOALSETTINGEstablishingthe purposeand outcomeof yourlessonEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingCOGNITIVELOADToo much ofthis affectsstudentoutcomesSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0GOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonRETRIEVALPRACTICEGiving 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. When you show students piece of unknown knowledge
    NEW LEARNING
  2. A set of rules and behaviours that underpin your learning environment
    ENGAGEMENT NORMS
  3. Use formative assessment and feedback
    MONITOR PROGRESS
  4. Free!
  5. Ways of ascertaining whether students are grasping concepts
    CHECKS FOR UNDERSTANDING
  6. Use learning objectives and success criteria
    FOCUS THE LEARNING
  7. When students have a change to put new knowledge into practice
    APPLY
  8. Asking students to recall previous learning
    APK
  9. Establishing the purpose and outcome of your lesson
    GOAL SETTING
  10. Modeling and fully explaining what students need to learn
    EXPLICIT TEACHING
  11. Contructive ways of telling students how they are going
    EFFECTIVE FEEDBACK
  12. Too much of this affects student outcomes
    COGNITIVE LOAD
  13. Identify, supply and fade supports
    SCAFFOLDED PRACTICE
  14. The place that stores all of our amazing strategies for VTLM 2.0
    TOOLBOX
  15. When students reflect on whether they achieved the object of the lesson
    GOAL REVIEW
  16. Giving students mutiple and stuctured opportunities to revise content
    RETRIEVAL PRACTICE