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

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