APPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeAPKAskingstudents torecallpreviouslearningGOALSETTINGEstablishingthe purposeand outcomeof yourlessonCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsMONITORPROGRESSUseformativeassessmentandfeedbackTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0SCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnFree!NEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonCOGNITIVELOADToo much ofthis affectsstudentoutcomesAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeAPKAskingstudents torecallpreviouslearningGOALSETTINGEstablishingthe purposeand outcomeof yourlessonCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsMONITORPROGRESSUseformativeassessmentandfeedbackTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0SCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnFree!NEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonCOGNITIVELOADToo much ofthis affectsstudentoutcomes

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