PeerinteractionsandsupportPromptsto stopand thinkOptimizerelevanceCreating asupportiveenvironmentProvidedifferent-iatedfeedbackPromptsto show/explainyour workColor usedforinformationor emphasisIntroducegraduatedscaffoldsModelsthatmanagefrustrationofferopportun-ities torevisitProvidechoicesconnectionto priorknowledgeAvailabilityof breaksand time-outsCrosscurricularconnectionsDifferent-iated selfassessmentstrategiesExplicitconnectionsProvidetemplates/graphicOrganizersEmbednew ideasin familiarideasTiming orsequenceofactivitiesActivitiesreflectclearpurposeOptionsfor self-regulationOfferclarificationthroughlistingOptionsforexecutivefunctioningModelthinkaloudsPeerinteractionsandsupportPromptsto stopand thinkOptimizerelevanceCreating asupportiveenvironmentProvidedifferent-iatedfeedbackPromptsto show/explainyour workColor usedforinformationor emphasisIntroducegraduatedscaffoldsModelsthatmanagefrustrationofferopportun-ities torevisitProvidechoicesconnectionto priorknowledgeAvailabilityof breaksand time-outsCrosscurricularconnectionsDifferent-iated selfassessmentstrategiesExplicitconnectionsProvidetemplates/graphicOrganizersEmbednew ideasin familiarideasTiming orsequenceofactivitiesActivitiesreflectclearpurposeOptionsfor self-regulationOfferclarificationthroughlistingOptionsforexecutivefunctioningModelthinkalouds

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