APKAskingstudents torecallpreviouslearningGOALSETTINGEstablishingthe purposeand outcomeof yourlessonENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentMONITORPROGRESSUseformativeassessmentandfeedbackEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsCOGNITIVELOADToo much ofthis affectsstudentoutcomesADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnFree!CHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0APPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelessonAPKAskingstudents torecallpreviouslearningGOALSETTINGEstablishingthe purposeand outcomeof yourlessonENGAGEMENTNORMSA set of rulesand behavioursthat underpinyour learningenvironmentMONITORPROGRESSUseformativeassessmentandfeedbackEFFECTIVEFEEDBACKContructiveways of tellingstudents howthey are goingNEWKNOWLEDGEWhen youshow studentspiece ofunknownknowledgeSCAFFOLDEDPRACTICEIdentify,supplyand fadesupportsCOGNITIVELOADToo much ofthis affectsstudentoutcomesADAPTIVEANDRESPONSIVETEACHINGUse learningobjectivesand successcriteriaEXPLICITTEACHINGModeling andfullyexplainingwhat studentsneed to learnFree!CHECKS FORUNDERSTANDINGWays ofascertainingwhetherstudents aregraspingconceptsRETRIEVALPRACTICEGiving studentsmutiple andstucturedopportunities torevise contentTOOLBOXThe place thatstores all ofour amazingstrategies forVTLM 2.0APPLY NEWKNOWLEDGEWhen studentshave a changeto put newknowledge intopracticeGOALREVIEWWhen studentsreflect onwhether theyachieved theobject of thelesson

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