OptimizerelevanceOfferclarificationthroughlistingPromptsto show/explainyour workofferopportun-ities torevisitModelsthatmanagefrustrationOptionsfor self-regulationCrosscurricularconnectionsOptionsforexecutivefunctioningActivitiesreflectclearpurposeProvidedifferent-iatedfeedbackCreating asupportiveenvironmentColor usedforinformationor emphasisModelthinkaloudsPromptsto stopand thinkDifferent-iated selfassessmentstrategiesProvidetemplates/graphicOrganizersExplicitconnectionsAvailabilityof breaksand time-outsTiming orsequenceofactivitiesIntroducegraduatedscaffoldsProvidechoicesPeerinteractionsandsupportconnectionto priorknowledgeEmbednew ideasin familiarideasOptimizerelevanceOfferclarificationthroughlistingPromptsto show/explainyour workofferopportun-ities torevisitModelsthatmanagefrustrationOptionsfor self-regulationCrosscurricularconnectionsOptionsforexecutivefunctioningActivitiesreflectclearpurposeProvidedifferent-iatedfeedbackCreating asupportiveenvironmentColor usedforinformationor emphasisModelthinkaloudsPromptsto stopand thinkDifferent-iated selfassessmentstrategiesProvidetemplates/graphicOrganizersExplicitconnectionsAvailabilityof breaksand time-outsTiming orsequenceofactivitiesIntroducegraduatedscaffoldsProvidechoicesPeerinteractionsandsupportconnectionto priorknowledgeEmbednew ideasin familiarideas

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