Someone whocan describe amicrosatellite____________Someone whohas tried"speed dating"talk routine_________A school teamthat hascompleted aPDSA cycle onpeer interactions___________Someoneteaching in thesame boroughas you___________A teacher teammaking progresson improvingpeer-to-peerinteractions___________Someonewho hasbeen to everyPD session___________Someone who canexplain why it is not agreat idea to providedirect translations toentire texts in non-bilingual settings____________Someone whocan explain thetypical sequenceof the explorephase___________Someone who canexplain the differencebetween purpose andapplication on thegreen scaffolding doc_________________Someone whoturnkeys theDML NV PDlearning back attheir campus_____________Someone whocan explainhow the 5Emodel supportsMLs/ELLs________Someone whocan explain theanchorphenomena ofunit 5__________A teacher whohas hung up apicturedictionary intheir class____________Someone whocan explain theprimarily SEPused in unit 2___________Someonewho usesthe pacingtool regularly__________Someone whohas tried thetext translationroutine____________A science andENL teacherpartnership thatplans togetherweekly____________Someone whohas used the"text translationroutine"____________Someone whocan explain thethree maincomponents ofthe unit opening____________Someonewho has tried"block party"talk routine___________Someone onthe samelesson as you___________An AP who cangive a shout out toone of their staffaround their use ofthe scaffolds__________Someone whocan identify aunique SEPused in unit 5___________Someoneteaching for thesame numberof years as you___________Someone whocan describe amicrosatellite____________Someone whohas tried"speed dating"talk routine_________A school teamthat hascompleted aPDSA cycle onpeer interactions___________Someoneteaching in thesame boroughas you___________A teacher teammaking progresson improvingpeer-to-peerinteractions___________Someonewho hasbeen to everyPD session___________Someone who canexplain why it is not agreat idea to providedirect translations toentire texts in non-bilingual settings____________Someone whocan explain thetypical sequenceof the explorephase___________Someone who canexplain the differencebetween purpose andapplication on thegreen scaffolding doc_________________Someone whoturnkeys theDML NV PDlearning back attheir campus_____________Someone whocan explainhow the 5Emodel supportsMLs/ELLs________Someone whocan explain theanchorphenomena ofunit 5__________A teacher whohas hung up apicturedictionary intheir class____________Someone whocan explain theprimarily SEPused in unit 2___________Someonewho usesthe pacingtool regularly__________Someone whohas tried thetext translationroutine____________A science andENL teacherpartnership thatplans togetherweekly____________Someone whohas used the"text translationroutine"____________Someone whocan explain thethree maincomponents ofthe unit opening____________Someonewho has tried"block party"talk routine___________Someone onthe samelesson as you___________An AP who cangive a shout out toone of their staffaround their use ofthe scaffolds__________Someone whocan identify aunique SEPused in unit 5___________Someoneteaching for thesame numberof years as you___________

Networking and Collaboration 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. Someone who can describe a microsatellite ____________
  2. Someone who has tried "speed dating" talk routine _________
  3. A school team that has completed a PDSA cycle on peer interactions ___________
  4. Someone teaching in the same borough as you ___________
  5. A teacher team making progress on improving peer-to-peer interactions ___________
  6. Someone who has been to every PD session ___________
  7. Someone who can explain why it is not a great idea to provide direct translations to entire texts in non-bilingual settings ____________
  8. Someone who can explain the typical sequence of the explore phase ___________
  9. Someone who can explain the difference between purpose and application on the green scaffolding doc _________________
  10. Someone who turnkeys the DML NV PD learning back at their campus _____________
  11. Someone who can explain how the 5E model supports MLs/ELLs ________
  12. Someone who can explain the anchor phenomena of unit 5 __________
  13. A teacher who has hung up a picture dictionary in their class ____________
  14. Someone who can explain the primarily SEP used in unit 2 ___________
  15. Someone who uses the pacing tool regularly __________
  16. Someone who has tried the text translation routine ____________
  17. A science and ENL teacher partnership that plans together weekly ____________
  18. Someone who has used the "text translation routine" ____________
  19. Someone who can explain the three main components of the unit opening ____________
  20. Someone who has tried "block party" talk routine ___________
  21. Someone on the same lesson as you ___________
  22. An AP who can give a shout out to one of their staff around their use of the scaffolds __________
  23. Someone who can identify a unique SEP used in unit 5 ___________
  24. Someone teaching for the same number of years as you ___________