(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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Find steps in a particular problem and separate the students into groups. While showing steps on how to solve the problem, give the groups another example of a problem from the same topic and have them solve it. Make them explain their answer and
Structured Problem Solving
Can be used as an icebreaker for personal topics or lecture topics. Students will come up with 3 phrases, 2 that are true and one that is incorrect. Other students will guess which is true and which is a lie.
Two Truths and a Lie
Students will develop a list of questions and answers over the material and form pairs. Student A will ask the first and student B answers, then they will alternate for the next question. Continue until all questions are completed.
Learning Cells
Organizes information into different levels for students to visual system breakdown.
Hierarchies
Ask each student to describe what they think the most important concept/idea/inofrmation learned in the session was (or lecture).
Identify the Big Idea
Write down terms/concepts on slips of paper and put them into a bowl or basket of sorts. Studetns will pull out the paper and try to describe the item listed on the paper.
Grab Bag
Students get into a small groups and all are given a central word to go off of. Each group will come up and provide information/facts about the central topic to create a web.End witha discussion.
Concept Mapping
Create a list of lecture notes with missing pieces. Students will use their notes to fill in the blanks.
Incomplete Outline
Prepare 12-24 notecards with half being just the vocab terms and the other half corresponding definitions. Studnets will be allow to turn only 2 at a time to try and match up the term with the definition.
Memory
Get feedback from your students on how the session went. Were all of their questions answered? Did they feel comfortable during the session? Were there aspects of the
session that could have been improved or done differently?
What suggestions would
Assess the Session
Students pair up together and pull out their personal notes over a topic. They will share and compare notes with each other to see how each other covers topics. A discussion can be had after to discuss best way to take ntoes for the topic.
Note Review
Where one person in the session presents a topic and leads the discussion for the group. Ensure this person is not the same from session to session.
Assigned Discssion Leader
Have each student come up with 3 topics they know enough to teach, 2 topics they don't understand yet, and one possible test question.
3:2:1
Makes students verbalize what they are thinking about as they read a passage/solve a problem. Assign a student to be a thinker/problem solver and the other a listener. The thinker is speaking out their whole process while the listener tries to un
Paired Problem Solving
Create a test with 5-7 questions and read them aloud. Students will answer first indivudally, then a debreifing session will be had to discuss the answers.
Informal Quiz
When a student asks a question, have 3 students give unique pieces of information over the question before responding.
3 Before Me
Visual representation of the material for students. Starts with a horizontal line and have students start to fill it in with important events. Should have a date, description of event, and person involved.
Timeline
Like divide and conquer, but makes the students dependent on the answers of the other groups. Divide into groups and each group will have an 'expert' who learns enough that can go and teach the other groups the topic.
Jigsaw
Reviews the process of learning a topic that was just covered. Makes sure the students understand how the answer was obtained, not just was the answer correct.
Summarizing the Steps
An item (preferablly a ball) is brought to the session. Whoever the item is tossed closest to/caught by will provide a fact/term said in lecture or the session. This will continue until all things are covered.
Verbal Volleyball
Give a problem with the first step of the problem completed. Give the students a specific set of time to solve the problem.
1st Line Only
Create visual aids to help students grasp the content. Make sure to describe what the visuals will appear like with planning.
Visuals
Helps see a general timeline of two important events going on at the same time generally. Present the first timeline and then have the students fill in the other below.
Double Timeline
Can be used for vocab, formulas, concepts, questions, and more. Give the students a stack of index cards and ahve them constrruct the cards during the session.
Note Cards
As a group, go over the past lecture from the previous class. Try to ask them to talk about it without looking at their notes.
Summarize the Lecture
Students will be given a problem/concept and encouraged to think about it alone. Then they will pair up with another student to talk about it before sharing group-wide.
Think, Pair, Share
Helps prepare students for new material. Have the students think about what the next lecture would be about and make connenctions between the current lecture and next one.
Predict Next Lecture Topic
Student makes up a number of simple questions with simple answers. Two students stand up next to each other and ask them question. The first one to answer the question gets to still stand while the other sits down. The goal is to try and out-answ
Around the World
Have students work in groups of 2-4 and make an outline using the headings from a chapter from the textbook. They will then determine important 'points' to put under each heading.
Outline Text Chapter
Have the students make several sheets of paper using the following directions: "Create a recall column by drawing a vertical line down the page
about 1” from the margin. Create a summary area by drawing a horizontal line across the
page about 1” f
Cornell Note Taking
Separate students into groups and assign each a section of information. They will read, summarize, and then cover the information to the group. Encourage them to emphasize areas that are overlooked.
Divide and Conquer
Put the students in pairs or work individually. Make a list of problems and assign each student/pair a problem and tell them to solve only the first step. Then they will send their problem to the next group and then will solve step 2. This contin
Send a Problem
Each student creates ideas over a specific concept and writes each item on a sticky note. Then in smaller groups, sort and organize the sticy notes to create themes.
Affinity Grouping
A framework is created to connect lecture topics from across the semester with each other. Students will be responsible for completing the matrix.
Matricies
Prepate 10-12 questions over important lecture topics. Ask the students to read over the specific topics that will be covered in the questions so they undestand it. Then allow them to ask you questions (predicted test questions).You will then sh
Reciprocal Questioning
Ask students to pull out a sheet of paper before giving them a topic to think about. The students will have one minute to write down all they know about the topic without notes.
One Minute Paper
Working in pairs, studnets will write down the guidelines on how they currently use their textbook. They can ask "Why read the chapter? What are your goals for reading the chapter? Why mark the text? What do you do with your markings?"
Marking the Textbook
Divide students into groups and then ask each group to create a practice quiz for the other groups. There should be an question sheet and separate answer sheet.
Make/Take a Practice Quiz
Self-test for students to see how successfully they studied for an exam. A survey is created with points adding up to 100. The students score themselvesand then compare their exam score to the survey score.
Post Exam Survey
Select several problems over the material and divide the students into 4-5 groups. Give each froup a probelm and have them come up with the solution.
Peer Lessons
Create smaller groups and assign discussion topics to each group to cover. Studnets can choose what group they want to be in but put a max how many students per group.
Clusters
Students will work with a partner to complete/cover an assignment or discussion topic. Make sure students have enough background coverage of the information to effectively talk.
Turn to a Partner
Put students in groups of 2-3 and assign them to write a test question over a specific topic. Ask students to write their ideas on the baord and then answer together.
Predict Test Questions
Create notecards with one main term with additional related words. One person in the session attempt to explain the term without saying the name or related words provided on the card.
Taboo
Make a list of key terms from lecture scrambled together. Have the students work together to group the terms into meaningful groups and discuss why.
Vocab Development
Allows students to compare the similarities and differencies between two concepts, systems, or theories with two overlapping circles.
Venn Diagram
Have 30-35 well prepared questions sorted into 5-6 different categories. Have the students form small groups and each group will try to answer each question. If a question is misssed, another group has the opportunity to steal.
Jeopardy
Helps students find out what prior knowledge is known and link it with information that needs to be covered. Make 3 columns, one with what I know, want to know, and what I learned.
KWL
Each person in the session is asked about their opinion on a issue, problem, or topic.
Group Survey
