Make it attainable Make it individual- ized on student Welcomes student feedback on teacher instruction Timely Train students to provide each other effective feedback Not just a letter grade Encourage Growth Mindset Builds a progression of learning Formative and not summative Give insight on how to improve Actionable (Give time to apply) Specific to Learning Target Time for students to ask questions on feedback Identify what they are doing well In class, not just progress book Construc- tive Keep praise in check, (don't go overboard) Goal Oriented Student Reflection On going/ Frequent Explicit (1- 2 points of focus) Focus on perform- ance, not how it looks Provide weak samples Provide Positive Models Make it attainable Make it individual- ized on student Welcomes student feedback on teacher instruction Timely Train students to provide each other effective feedback Not just a letter grade Encourage Growth Mindset Builds a progression of learning Formative and not summative Give insight on how to improve Actionable (Give time to apply) Specific to Learning Target Time for students to ask questions on feedback Identify what they are doing well In class, not just progress book Construc- tive Keep praise in check, (don't go overboard) Goal Oriented Student Reflection On going/ Frequent Explicit (1- 2 points of focus) Focus on perform- ance, not how it looks Provide weak samples Provide Positive Models
(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.
Make it attainable
Make it individual-ized on student
Welcomes student feedback on teacher instruction
Timely
Train students to provide each other effective feedback
Not just a letter grade
Encourage Growth Mindset
Builds a progression of learning
Formative and not summative
Give insight on how to improve
Actionable (Give time to apply)
Specific to Learning Target
Time for students to ask questions on feedback
Identify what they are doing well
In class, not just progress book
Construc-tive
Keep praise in check, (don't go overboard)
Goal Oriented
Student Reflection
On going/ Frequent
Explicit (1-2 points of focus)
Focus on perform-ance, not how it looks
Provide weak samples
Provide Positive Models