Students usetechnologytools to createpersonalizedopportunitiesThe teacheris thefacilitator oflearningBlooms -EvaluatethevalidityStudents aregivenopportunitiesto takeownershipStudentsengage withothers forauthenticpurposesSAMRRedefinition -new tasks thatwere previouslyinconceivableStudentsareinvolved ingoal settingPhysicallearningspace isinvitingTeacheris afacilitatorStudentsdemonstratemasteryStudentpassionsand interestsare utilizedStudents andteacherscommunicateand activelylistenTeachers andstudentsconsistentlydraw on theexpertise ofothersSAMRSubstitution -No functionalchangeBlooms -Apply themainideasTeachers andstudentsinspire eachother’sexplorationSpecific,ongoing, andtimelyfeedback isprovidedSAMRModification -SignificantfunctionalchangeBlooms -Createsomethingnew anduniqueThe studentsand teacherstakeownership inlearningStudentshave theflexibilityto moveBlooms-AnalyzeBlooms -Understandand explainExperimentationand failure isencouragedStudentschoosetheir pathto masteryWork ismeaningfulfor authenticaudienceStudentchoice isembeddedSAMRAugmentation- SomefunctionalchangeExtend learningprocess andproductsbeyond theclassroomStudents usetechnologytools to createpersonalizedopportunitiesThe teacheris thefacilitator oflearningBlooms -EvaluatethevalidityStudents aregivenopportunitiesto takeownershipStudentsengage withothers forauthenticpurposesSAMRRedefinition -new tasks thatwere previouslyinconceivableStudentsareinvolved ingoal settingPhysicallearningspace isinvitingTeacheris afacilitatorStudentsdemonstratemasteryStudentpassionsand interestsare utilizedStudents andteacherscommunicateand activelylistenTeachers andstudentsconsistentlydraw on theexpertise ofothersSAMRSubstitution -No functionalchangeBlooms -Apply themainideasTeachers andstudentsinspire eachother’sexplorationSpecific,ongoing, andtimelyfeedback isprovidedSAMRModification -SignificantfunctionalchangeBlooms -Createsomethingnew anduniqueThe studentsand teacherstakeownership inlearningStudentshave theflexibilityto moveBlooms-AnalyzeBlooms -Understandand explainExperimentationand failure isencouragedStudentschoosetheir pathto masteryWork ismeaningfulfor authenticaudienceStudentchoice isembeddedSAMRAugmentation- SomefunctionalchangeExtend learningprocess andproductsbeyond theclassroom

HCSD Classroom 3.0 - 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. Students use technology tools to create personalized opportunities
  2. The teacher is the facilitator of learning
  3. Blooms - Evaluate the validity
  4. Students are given opportunities to take ownership
  5. Students engage with others for authentic purposes
  6. SAMR Redefinition - new tasks that were previously inconceivable
  7. Students are involved in goal setting
  8. Physical learning space is inviting
  9. Teacher is a facilitator
  10. Students demonstrate mastery
  11. Student passions and interests are utilized
  12. Students and teachers communicate and actively listen
  13. Teachers and students consistently draw on the expertise of others
  14. SAMR Substitution -No functional change
  15. Blooms - Apply the main ideas
  16. Teachers and students inspire each other’s exploration
  17. Specific, ongoing, and timely feedback is provided
  18. SAMR Modification - Significant functional change
  19. Blooms - Create something new and unique
  20. The students and teachers take ownership in learning
  21. Students have the flexibility to move
  22. Blooms - Analyze
  23. Blooms - Understand and explain
  24. Experimentation and failure is encouraged
  25. Students choose their path to mastery
  26. Work is meaningful for authentic audience
  27. Student choice is embedded
  28. SAMR Augmentation - Some functional change
  29. Extend learning process and products beyond the classroom