Availabilityof breaksand time-outsOptimizerelevanceColor usedforinformationor emphasisProvidechoicesModelsthatmanagefrustrationEmbednew ideasin familiarideasExplicitconnectionsTiming orsequenceofactivitiesCrosscurricularconnectionsProvidetemplates/graphicOrganizersPromptsto stopand thinkPeerinteractionsandsupportOfferclarificationthroughlistingModelthinkaloudsPromptsto show/explainyour workDifferent-iated selfassessmentstrategiesofferopportun-ities torevisitActivitiesreflectclearpurposeProvidedifferent-iatedfeedbackIntroducegraduatedscaffoldsCreating asupportiveenvironmentOptionsfor self-regulationconnectionto priorknowledgeOptionsforexecutivefunctioningAvailabilityof breaksand time-outsOptimizerelevanceColor usedforinformationor emphasisProvidechoicesModelsthatmanagefrustrationEmbednew ideasin familiarideasExplicitconnectionsTiming orsequenceofactivitiesCrosscurricularconnectionsProvidetemplates/graphicOrganizersPromptsto stopand thinkPeerinteractionsandsupportOfferclarificationthroughlistingModelthinkaloudsPromptsto show/explainyour workDifferent-iated selfassessmentstrategiesofferopportun-ities torevisitActivitiesreflectclearpurposeProvidedifferent-iatedfeedbackIntroducegraduatedscaffoldsCreating asupportiveenvironmentOptionsfor self-regulationconnectionto priorknowledgeOptionsforexecutivefunctioning

Universal Design for Learning - 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. Availability of breaks and time-outs
  2. Optimize relevance
  3. Color used for information or emphasis
  4. Provide choices
  5. Models that manage frustration
  6. Embed new ideas in familiar ideas
  7. Explicit connections
  8. Timing or sequence of activities
  9. Cross curricular connections
  10. Provide templates/ graphic Organizers
  11. Prompts to stop and think
  12. Peer interactions and support
  13. Offer clarification through listing
  14. Model think alouds
  15. Prompts to show/ explain your work
  16. Different-iated self assessment strategies
  17. offer opportun-ities to revisit
  18. Activities reflect clear purpose
  19. Provide different-iated feedback
  20. Introduce graduated scaffolds
  21. Creating a supportive environment
  22. Options for self-regulation
  23. connection to prior knowledge
  24. Options for executive functioning