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

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