Has seenstudentscorrect eachother duringgroup work.Hassuccessfullyused peerlearning in alarge class.Believes peerlearning canhelp shystudentsparticipatemore.Has usedstudent-leddiscussionsas a form ofpeer learning.Hasencouragedstudents toexplain theirthinking topeers.Has usedrole-playing orsimulations ingrouplearning.Has created apeer learningactivity for aspecificsubject.Has usedpeer tutoringto supportstrugglingstudents.Has tried ajigsawactivity withstudents.Has taughtstudents howto giveconstructivepeer feedback.Has facilitateda group projectwhere studentshelped eachother. Has noticed animprovement instudentconfidencethrough peerlearning.Has seenstudents teacheach otherusingtechnology ordigital tools.Has seenstudentsteach eachother aconcept.Has usedpeer learningin theclassroom.Has used peerlearning in anonline or virtualclassroomsetting.Has noticedstudentsstaying on taskduring grouplearningactivities.Believes peerlearning helpsdevelopcriticalthinking skills.Uses peerassessmentsor peergrading in theirclassroom.Believes peerlearning fosterscollaborationovercompetition.Believes peerlearning canbenefit both theteacher and thestudents.Has seenstudents enjoylearning fromtheir peersmore than theteacher.Uses peerfeedback aspart ofassessments.Has observedstudentslearning betterin pairs orsmall groups.Believes peerlearningimprovescommunicationskills.Has seenstudentscorrect eachother duringgroup work.Hassuccessfullyused peerlearning in alarge class.Believes peerlearning canhelp shystudentsparticipatemore.Has usedstudent-leddiscussionsas a form ofpeer learning.Hasencouragedstudents toexplain theirthinking topeers.Has usedrole-playing orsimulations ingrouplearning.Has created apeer learningactivity for aspecificsubject.Has usedpeer tutoringto supportstrugglingstudents.Has tried ajigsawactivity withstudents.Has taughtstudents howto giveconstructivepeer feedback.Has facilitateda group projectwhere studentshelped eachother. Has noticed animprovement instudentconfidencethrough peerlearning.Has seenstudents teacheach otherusingtechnology ordigital tools.Has seenstudentsteach eachother aconcept.Has usedpeer learningin theclassroom.Has used peerlearning in anonline or virtualclassroomsetting.Has noticedstudentsstaying on taskduring grouplearningactivities.Believes peerlearning helpsdevelopcriticalthinking skills.Uses peerassessmentsor peergrading in theirclassroom.Believes peerlearning fosterscollaborationovercompetition.Believes peerlearning canbenefit both theteacher and thestudents.Has seenstudents enjoylearning fromtheir peersmore than theteacher.Uses peerfeedback aspart ofassessments.Has observedstudentslearning betterin pairs orsmall groups.Believes peerlearningimprovescommunicationskills.

Peer Leaning 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. Has seen students correct each other during group work.
  2. Has successfully used peer learning in a large class.
  3. Believes peer learning can help shy students participate more.
  4. Has used student-led discussions as a form of peer learning.
  5. Has encouraged students to explain their thinking to peers.
  6. Has used role-playing or simulations in group learning.
  7. Has created a peer learning activity for a specific subject.
  8. Has used peer tutoring to support struggling students.
  9. Has tried a jigsaw activity with students.
  10. Has taught students how to give constructive peer feedback.
  11. Has facilitated a group project where students helped each other.
  12. Has noticed an improvement in student confidence through peer learning.
  13. Has seen students teach each other using technology or digital tools.
  14. Has seen students teach each other a concept.
  15. Has used peer learning in the classroom.
  16. Has used peer learning in an online or virtual classroom setting.
  17. Has noticed students staying on task during group learning activities.
  18. Believes peer learning helps develop critical thinking skills.
  19. Uses peer assessments or peer grading in their classroom.
  20. Believes peer learning fosters collaboration over competition.
  21. Believes peer learning can benefit both the teacher and the students.
  22. Has seen students enjoy learning from their peers more than the teacher.
  23. Uses peer feedback as part of assessments.
  24. Has observed students learning better in pairs or small groups.
  25. Believes peer learning improves communication skills.