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

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