Free!COGNITIVELOADToo much ofthis affectsstudentoutcomesAPKAskingstudents torecallpreviouslearningMONITORPROGRESSUseformativeassessmentandfeedbackSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0RETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeGOALSETTINGEstablishingthe purposeand outcomeof yourlessonENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsFree!COGNITIVELOADToo much ofthis affectsstudentoutcomesAPKAskingstudents torecallpreviouslearningMONITORPROGRESSUseformativeassessmentandfeedbackSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0RETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnAPPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeGOALSETTINGEstablishingthe purposeand outcomeof yourlessonENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonCHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconcepts

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