Differentiation Bingo - 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.

1. I have used body gestures to manage behaviour
   26.
2. I have used mind-mapping
   34.
3. I haves used sentence starters
   25.
4. I have set differentiated roles
   13.
5. I have set differentiated outcomes in the worksheets
   11.
6. I have preplanned lessons with TA’s
   16.
7. I have offered choice for the completion of tasks
   35.
8. I have used rewards to motivate students
   28.
9. I have used class data to form seating plans
   1.
10. I have used different levels of questions (open/close)
    9.
11. I have used carousals/circus activities
    10.
12. I have used mini whiteboards to check for understanding
    3.
13. I HAVE SET DIFFERENTIATED OUTCOMES IN LEARNING
    12.
14. I have used flipped-learning with my classes
    2.
15. I have used exit tickets
    23.
16. I encourage students to review their learning
    31.
17. I used formative and summative assessments
    36.
18. I have used differentiated grouping in tests
    14.
19. I use TA’s effectively to support lower/upper students
    15.
20. I have created differentiated worksheet
    7.
21. I have looked at previous learning of students before teaching them
    4.
22. I have used mnemonics
    33.
23. I have looked at previous assessment data
    5.
24. I have used extensions and challenges in learning
    30.
25. I have limited question numbers
    32.
26. I have used modelling in my teaching
    29.
27. I have discussions with previous teachers
    6.
28. I have considered physical impairment of students when designing a seating plan
    18.
29. I have used quiet words when challenging behaviours rather than addressing it in front of the class
    27.
30. I have used other understanding indicators such as red/amber/green/thumbs up/thumbs down
    22.
31. I have considered EHCP/EAL students when creating my seating plans
    8.
32. I have used writing frames
    24.
33. I have designed displays for inspiration and motivation of students
    20.
34. I do not always use Tas with lower attaining students
    17.
35. I have used displays to support/stretch students in their learning
    19.
36. I have used learner’s interests to stimulate curiosity and learning
    21.