offeropportun-ities torevisitTiming orsequenceofactivitiesColor usedforinformationor emphasisEmbednew ideasin familiarideasActivitiesreflectclearpurposeModelsthatmanagefrustrationPeerinteractionsandsupportOptimizerelevancePromptsto show/explainyour workAvailabilityof breaksand time-outsPromptsto stopand thinkCrosscurricularconnectionsModelthinkaloudsconnectionto priorknowledgeOptionsfor self-regulationProvidedifferent-iatedfeedbackOfferclarificationthroughlistingDifferent-iated selfassessmentstrategiesProvidechoicesProvidetemplates/graphicOrganizersExplicitconnectionsOptionsforexecutivefunctioningCreating asupportiveenvironmentIntroducegraduatedscaffoldsofferopportun-ities torevisitTiming orsequenceofactivitiesColor usedforinformationor emphasisEmbednew ideasin familiarideasActivitiesreflectclearpurposeModelsthatmanagefrustrationPeerinteractionsandsupportOptimizerelevancePromptsto show/explainyour workAvailabilityof breaksand time-outsPromptsto stopand thinkCrosscurricularconnectionsModelthinkaloudsconnectionto priorknowledgeOptionsfor self-regulationProvidedifferent-iatedfeedbackOfferclarificationthroughlistingDifferent-iated selfassessmentstrategiesProvidechoicesProvidetemplates/graphicOrganizersExplicitconnectionsOptionsforexecutivefunctioningCreating asupportiveenvironmentIntroducegraduatedscaffolds

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