GOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeMONITORPROGRESSUseformativeassessmentandfeedbackFree!COGNITIVELOADToo much ofthis affectsstudentoutcomesAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentAPKAskingstudents torecallpreviouslearningEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnGOALSETTINGEstablishingthe purposeand outcomeof yourlessonTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0ENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeMONITORPROGRESSUseformativeassessmentandfeedbackFree!COGNITIVELOADToo much ofthis affectsstudentoutcomesAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentAPKAskingstudents torecallpreviouslearningEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnGOALSETTINGEstablishingthe purposeand outcomeof yourlessonTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0ENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are going

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