(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.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
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.
Scaffold your text or a
reading assignment to
support students who
struggle with reading.
Give students a choice
of activities or products
that are differentiated
for learning profile.
Ask them to work in
their preferred style or
modality.
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.
Provide students with
a choice of graphic
organizer.
Teach a mini-lesson
to review or reinforce
knowledge, understanding, or skill.
Pre-assess for interest,
learning profile, or
readiness.
Talk to students or
parents about why you
differentiate or the
meaning of “fair.”
Help students learn
about the difference
between a functional
group and a dysfunctional group.
Provide audio/video support
for a text or reading
assignment.
Differentiate a homework assignment for
interest, learning profile,
or readiness.
Your choice of activity
that supports differentiation.
Use Kahoot or other app for assessment review
Demonstrate
fine-motor
strength and
coordination
Provide advanced
students with an
advanced text or reading
assignment.
Design and introduce
an anchor activity that is
clearly tied to your unit
or course goals.
Ask students to self-evaluate their work
according to set criteria.
Give students the choice
of working alone or with
another person.
Share a differentiated
activity at a school
or department staff
meeting.
Assign classroom or
group jobs.
Change grouping of
students at least once
during a class period. Be
sure your groupings are
purposeful, not random.
Design and use an
exit ticket for ongoing
assessment.
Observe another teacher
differentiating, or
provide that teacher with
feedback on a differentiated task.
