EFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0APPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeFree!APKAskingstudents torecallpreviouslearningMONITORPROGRESSUseformativeassessmentandfeedbackGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonCOGNITIVELOADToo much ofthis affectsstudentoutcomesENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnGOALSETTINGEstablishingthe purposeand outcomeof yourlessonCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0APPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeFree!APKAskingstudents torecallpreviouslearningMONITORPROGRESSUseformativeassessmentandfeedbackGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonCOGNITIVELOADToo much ofthis affectsstudentoutcomesENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnGOALSETTINGEstablishingthe purposeand outcomeof yourlessonCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconcepts

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