Color usedforinformationor emphasisModelthinkaloudsIntroducegraduatedscaffoldsEmbednew ideasin familiarideasActivitiesreflectclearpurposeOptionsfor self-regulationAvailabilityof breaksand time-outsCrosscurricularconnectionsOptionsforexecutivefunctioningCreating asupportiveenvironmentDifferent-iated selfassessmentstrategiesPeerinteractionsandsupportProvidedifferent-iatedfeedbackTiming orsequenceofactivitiesOfferclarificationthroughlistingProvidetemplates/graphicOrganizersOptimizerelevancePromptsto show/explainyour workProvidechoicesPromptsto stopand thinkconnectionto priorknowledgeExplicitconnectionsofferopportun-ities torevisitModelsthatmanagefrustrationColor usedforinformationor emphasisModelthinkaloudsIntroducegraduatedscaffoldsEmbednew ideasin familiarideasActivitiesreflectclearpurposeOptionsfor self-regulationAvailabilityof breaksand time-outsCrosscurricularconnectionsOptionsforexecutivefunctioningCreating asupportiveenvironmentDifferent-iated selfassessmentstrategiesPeerinteractionsandsupportProvidedifferent-iatedfeedbackTiming orsequenceofactivitiesOfferclarificationthroughlistingProvidetemplates/graphicOrganizersOptimizerelevancePromptsto show/explainyour workProvidechoicesPromptsto stopand thinkconnectionto priorknowledgeExplicitconnectionsofferopportun-ities torevisitModelsthatmanagefrustration

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