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