Give studentsthe choiceof workingalone or withanother person. Teach a mini-lessonto review orreinforceknowledge,understanding, orskill.  Demonstratefine-motorstrength andcoordinationDesign andintroducean anchor activitythat isclearly tied to yourunitor course goals.Help students learnabout the differencebetween afunctionalgroup and adysfunctional group.Ask students toself-evaluatetheir workaccording to setcriteria.Provideadvancedstudents with anadvanced text orreadingassignment.Scaffold your text orareading assignmenttosupport students whostruggle with reading.Talk to students orparents about whyyoudifferentiate or themeaning of “fair.”Assignclassroomorgroup jobs.Use Kahootor other appforassessmentreviewProvideaudio/videosupportfor a text orreadingassignment.Providestudents witha choice ofgraphicorganizer.Differentiate ahomeworkassignment forinterest,learning profile,or readiness.Change grouping ofstudents at least onceduring a class period.Besure your groupingsarepurposeful, notrandom.Give students a choiceof activities or productsthat are differentiatedfor learning profile.Ask them to work intheir preferred style ormodality.Share adifferentiatedactivity at a schoolor department staffmeeting.Observe anotherteacherdifferentiating, orprovide thatteacher withfeedback on adifferentiated task.Establishesand sustainspositiverelationshipsDesign anduse anexit ticket forongoingassessment.Your choice ofactivitythat supportsdifferentiation.Pre-assessfor interest,learningprofile, orreadiness.Design and carry outan activity in whichstudents work in agroupwith others who arelikethem in interests,learning profile, orreadiness.Design and carry outan activity in whichstudents work in agroupwith others who areunlike them ininterests,learning profile, orreadiness.Give studentsthe choiceof workingalone or withanother person. Teach a mini-lessonto review orreinforceknowledge,understanding, orskill.  Demonstratefine-motorstrength andcoordinationDesign andintroducean anchor activitythat isclearly tied to yourunitor course goals.Help students learnabout the differencebetween afunctionalgroup and adysfunctional group.Ask students toself-evaluatetheir workaccording to setcriteria.Provideadvancedstudents with anadvanced text orreadingassignment.Scaffold your text orareading assignmenttosupport students whostruggle with reading.Talk to students orparents about whyyoudifferentiate or themeaning of “fair.”Assignclassroomorgroup jobs.Use Kahootor other appforassessmentreviewProvideaudio/videosupportfor a text orreadingassignment.Providestudents witha choice ofgraphicorganizer.Differentiate ahomeworkassignment forinterest,learning profile,or readiness.Change grouping ofstudents at least onceduring a class period.Besure your groupingsarepurposeful, notrandom.Give students a choiceof activities or productsthat are differentiatedfor learning profile.Ask them to work intheir preferred style ormodality.Share adifferentiatedactivity at a schoolor department staffmeeting.Observe anotherteacherdifferentiating, orprovide thatteacher withfeedback on adifferentiated task.Establishesand sustainspositiverelationshipsDesign anduse anexit ticket forongoingassessment.Your choice ofactivitythat supportsdifferentiation.Pre-assessfor interest,learningprofile, orreadiness.Design and carry outan activity in whichstudents work in agroupwith others who arelikethem in interests,learning profile, orreadiness.Design and carry outan activity in whichstudents work in agroupwith others who areunlike them ininterests,learning profile, orreadiness.

Lesson Bingo - 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. Give students the choice of working alone or with another person.
  2. Teach a mini-lesson to review or reinforce knowledge, understanding, or skill.
  3. Demonstrate fine-motor strength and coordination
  4. Design and introduce an anchor activity that is clearly tied to your unit or course goals.
  5. Help students learn about the difference between a functional group and a dysfunctional group.
  6. Ask students to self-evaluate their work according to set criteria.
  7. Provide advanced students with an advanced text or reading assignment.
  8. Scaffold your text or a reading assignment to support students who struggle with reading.
  9. Talk to students or parents about why you differentiate or the meaning of “fair.”
  10. Assign classroom or group jobs.
  11. Use Kahoot or other app for assessment review
  12. Provide audio/video support for a text or reading assignment.
  13. Provide students with a choice of graphic organizer.
  14. Differentiate a homework assignment for interest, learning profile, or readiness.
  15. Change grouping of students at least once during a class period. Be sure your groupings are purposeful, not random.
  16. Give students a choice of activities or products that are differentiated for learning profile. Ask them to work in their preferred style or modality.
  17. Share a differentiated activity at a school or department staff meeting.
  18. Observe another teacher differentiating, or provide that teacher with feedback on a differentiated task.
  19. Establishes and sustains positive relationships
  20. Design and use an exit ticket for ongoing assessment.
  21. Your choice of activity that supports differentiation.
  22. Pre-assess for interest, learning profile, or readiness.
  23. Design and carry out an activity in which students work in a group with others who are like them in interests, learning profile, or readiness.
  24. Design and carry out an activity in which students work in a group with others who are unlike them in interests, learning profile, or readiness.