(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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These strategies teach students to think about their own thinking.
There are many collaborative learning approaches. Each uses varying forms of organisation and tasks.
This maps teaching and learning that occurs in class and reinforce routines, scaffold learning via specific steps/activities.
This helps student and/or teacher understand their performance relative to learning goals
Planned sequencing of teaching and learning activities stimulates and maintains engagement by linking lesson and unit learning
Methods teachers use to extend the knowledge and skills of every student in every class, regardless of their starting point.
Research demonstrates deep learning develops over time via multiple, spaced interactions with new knowledge and concepts
They demonstrate the steps required to complete a task or solve a problem.
When students become aware of the learning process, they gain control over their learning.
Teachers use these as an immediate source of feedback to track progress/understanding
Teachers and peers can provide this to either formally or informally.
They are on assessed student needs
It opens up opportunities for students to discuss, argue, and express opinions and alternative points of view, revision and reflection.
When teachers adopt this practice they clearly show students what to do and how to do it and new content is explicitly introduced and explored.
Learning is supported by designing meaningful tasks. It involves students actively participating in negotiating roles, responsibilities and outcomes
This form of learning occurs when students work in small groups and everyone participates in a learning task.
They are presented clearly so students know what they are intended to learn
This may require spacing practice over several days, and using different activities to vary the interactions learners have with new knowledge.
The teacher checks for understanding, and at the end of each lesson revisits what was covered and ties it all together
It can be oral, written, formative or summative. Whatever its form, it comprises specific advice a student can use to improve performance
This is a powerful tool and effective teachers regularly use it for a range of purposes
They help students understand what success/mastery looks like, students can use these as a model to practice independently
To ensure all students master objectives, effective teachers plan lessons that incorporate adjustments for content, process, and product
They explain what students need to understand, and what they must be able to do.
