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

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