SCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsCOGNITIVELOADToo much ofthis affectsstudentoutcomesGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentGOALSETTINGEstablishingthe purposeand outcomeof yourlessonCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeFree!NEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeAPKAskingstudents torecallpreviouslearningTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0EXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnMONITORPROGRESSUseformativeassessmentandfeedbackADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsCOGNITIVELOADToo much ofthis affectsstudentoutcomesGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentGOALSETTINGEstablishingthe purposeand outcomeof yourlessonCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeFree!NEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeAPKAskingstudents torecallpreviouslearningTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0EXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnMONITORPROGRESSUseformativeassessmentandfeedbackADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteria

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