ADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeCOGNITIVELOADToo much ofthis affectsstudentoutcomesRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0SCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonFree!APKAskingstudents torecallpreviouslearningMONITORPROGRESSUseformativeassessmentandfeedbackCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnGOALSETTINGEstablishingthe purposeand outcomeof yourlessonADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeCOGNITIVELOADToo much ofthis affectsstudentoutcomesRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0SCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonFree!APKAskingstudents torecallpreviouslearningMONITORPROGRESSUseformativeassessmentandfeedbackCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnGOALSETTINGEstablishingthe purposeand outcomeof yourlesson

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