CQ3How will werespondwhen theydo not learn?CQ2How willwe know ifthey havelearned it?AlternativeTeachingSmall group ofstudents work with 1teacher on a differentlesson while allothers work withanother teacher on aplanned lessonInteractiveLearningStructureInside /OutsideCircleRepresentationalMath ModelnumberlineParallelTeachingStudentstaught samecontent atsame time by2 teachersOnecomponentof ExcellentInstructionTeacher'sresponsivenessthroughdifferentiation,remediation, &enrichmentBlueZoneWhen astudent feelssad, sick ortiredTier 2InstructionalStrategyBAUQuickChecksTier 1InstructionalStrategyFor allstudentsby the GEteacherRedZoneWhen astudent isangry,ecstatic, orterrifiedStudentEngagementStrategy"Share"portion ofMorningMeetingConcreteMathModelStudent usesplastic bears tobuild anadditionproblemsolutionTier 3InstructionalStrategyHighlytargeted,intensiveinstructionLWT#4TeachercommunicateshighexpectationsBackwarddesignID outcomes,createassessments,designinstructionLWT#13Support ofwritten/spokenopinions withtext evidenceCQ1What dowe want allstudents tolearn?CQ4How will weextend learningfor studentswho arealreadyproficient?YellowZoneWhen astudent feelsfrustrated,worried orwigglyLWT#2DoDEA adoptedmaterials areused to supportstudent learningGreenZoneStudent ishappy,calm, andfocusedStages ofCollaborationForming,Norming,Storming,PerformingLWT#9Tasks requireproductivestruggle,problemsolving, &reasoningCQ3How will werespondwhen theydo not learn?CQ2How willwe know ifthey havelearned it?AlternativeTeachingSmall group ofstudents work with 1teacher on a differentlesson while allothers work withanother teacher on aplanned lessonInteractiveLearningStructureInside /OutsideCircleRepresentationalMath ModelnumberlineParallelTeachingStudentstaught samecontent atsame time by2 teachersOnecomponentof ExcellentInstructionTeacher'sresponsivenessthroughdifferentiation,remediation, &enrichmentBlueZoneWhen astudent feelssad, sick ortiredTier 2InstructionalStrategyBAUQuickChecksTier 1InstructionalStrategyFor allstudentsby the GEteacherRedZoneWhen astudent isangry,ecstatic, orterrifiedStudentEngagementStrategy"Share"portion ofMorningMeetingConcreteMathModelStudent usesplastic bears tobuild anadditionproblemsolutionTier 3InstructionalStrategyHighlytargeted,intensiveinstructionLWT#4TeachercommunicateshighexpectationsBackwarddesignID outcomes,createassessments,designinstructionLWT#13Support ofwritten/spokenopinions withtext evidenceCQ1What dowe want allstudents tolearn?CQ4How will weextend learningfor studentswho arealreadyproficient?YellowZoneWhen astudent feelsfrustrated,worried orwigglyLWT#2DoDEA adoptedmaterials areused to supportstudent learningGreenZoneStudent ishappy,calm, andfocusedStages ofCollaborationForming,Norming,Storming,PerformingLWT#9Tasks requireproductivestruggle,problemsolving, &reasoning

Mid-Year 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.


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  1. How will we respond when they do not learn?
    CQ3
  2. How will we know if they have learned it?
    CQ2
  3. Small group of students work with 1 teacher on a different lesson while all others work with another teacher on a planned lesson
    Alternative Teaching
  4. Inside / Outside Circle
    Interactive Learning Structure
  5. number line
    Representational Math Model
  6. Students taught same content at same time by 2 teachers
    Parallel Teaching
  7. Teacher's responsiveness through differentiation, remediation, & enrichment
    One component of Excellent Instruction
  8. When a student feels sad, sick or tired
    Blue Zone
  9. BAU Quick Checks
    Tier 2 Instructional Strategy
  10. For all students by the GE teacher
    Tier 1 Instructional Strategy
  11. When a student is angry, ecstatic, or terrified
    Red Zone
  12. "Share" portion of Morning Meeting
    Student Engagement Strategy
  13. Student uses plastic bears to build an addition problem solution
    Concrete Math Model
  14. Highly targeted, intensive instruction
    Tier 3 Instructional Strategy
  15. Teacher communicates high expectations
    LWT #4
  16. ID outcomes, create assessments, design instruction
    Backward design
  17. Support of written/spoken opinions with text evidence
    LWT #13
  18. What do we want all students to learn?
    CQ1
  19. How will we extend learning for students who are already proficient?
    CQ4
  20. When a student feels frustrated, worried or wiggly
    Yellow Zone
  21. DoDEA adopted materials are used to support student learning
    LWT #2
  22. Student is happy, calm, and focused
    Green Zone
  23. Forming, Norming, Storming, Performing
    Stages of Collaboration
  24. Tasks require productive struggle, problem solving, & reasoning
    LWT #9