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