Embednew ideasin familiarideasColor usedforinformationor emphasisPeerinteractionsandsupportPromptsto show/explainyour workOptionsforexecutivefunctioningAvailabilityof breaksand time-outsActivitiesreflectclearpurposeProvidechoicesProvidedifferent-iatedfeedbackModelsthatmanagefrustrationExplicitconnectionsofferopportun-ities torevisitOfferclarificationthroughlistingCreating asupportiveenvironmentProvidetemplates/graphicOrganizersTiming orsequenceofactivitiesCrosscurricularconnectionsModelthinkaloudsOptionsfor self-regulationIntroducegraduatedscaffoldsPromptsto stopand thinkDifferent-iated selfassessmentstrategiesconnectionto priorknowledgeOptimizerelevanceEmbednew ideasin familiarideasColor usedforinformationor emphasisPeerinteractionsandsupportPromptsto show/explainyour workOptionsforexecutivefunctioningAvailabilityof breaksand time-outsActivitiesreflectclearpurposeProvidechoicesProvidedifferent-iatedfeedbackModelsthatmanagefrustrationExplicitconnectionsofferopportun-ities torevisitOfferclarificationthroughlistingCreating asupportiveenvironmentProvidetemplates/graphicOrganizersTiming orsequenceofactivitiesCrosscurricularconnectionsModelthinkaloudsOptionsfor self-regulationIntroducegraduatedscaffoldsPromptsto stopand thinkDifferent-iated selfassessmentstrategiesconnectionto priorknowledgeOptimizerelevance

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