Redesigned anentire lessonplan mid-session basedon students'real-time needsLed aninteractiveonlinediscussionusing pollsAppliedreflectivepractice afteran onlinelessonIntegratedsocial-emotionallearningLed aninteractiveonlinediscussionusing polls Adjustedlesson pacingbased onstudentfeedbackUsed formativeassessmenttools (e.g.,Kahoot,Mentimeter)Usedgamifiedelements forengagementImplementedUniversal Designfor Learning(UDL) principlesin an onlineenvironmentDesigned anactivity thatintegrates bothsynchronous andasynchronouslearningAdaptedmaterials forstudents withlimited techaccessDelivered afully interactivelesson usingonly low-bandwidth toolsAppliedFreire’sconcept of“dialogiclearning”Usedmultimedia(videos,images) forengagementRedesigned afailed lesson afterreflecting onstudent feedbackand learningoutcomesCreated areal-worldscenarioactivityTaught a lesson whilesimultaneouslymanaging a crisissituation (e.g.,emotional distress ofa student or atechnical failure)Used aflippedclassroommodelDesigned andexecuted aninterdisciplinaryprojectcombining twoor more subjectsAppliedBloom’sTaxonomy invirtualactivitiesAddressed asituation where astudent’s personalvalues conflictedwith the lessoncontentFacilitated adifficultconversationabout sensitivesocial issues in adiverse classroomConnectedabstracttheoreticalconcepts tostudents' personalexperiencesIncorporatedstudentfeedbackinto lessondesignRedesigned anentire lessonplan mid-session basedon students'real-time needsLed aninteractiveonlinediscussionusing pollsAppliedreflectivepractice afteran onlinelessonIntegratedsocial-emotionallearningLed aninteractiveonlinediscussionusing polls Adjustedlesson pacingbased onstudentfeedbackUsed formativeassessmenttools (e.g.,Kahoot,Mentimeter)Usedgamifiedelements forengagementImplementedUniversal Designfor Learning(UDL) principlesin an onlineenvironmentDesigned anactivity thatintegrates bothsynchronous andasynchronouslearningAdaptedmaterials forstudents withlimited techaccessDelivered afully interactivelesson usingonly low-bandwidth toolsAppliedFreire’sconcept of“dialogiclearning”Usedmultimedia(videos,images) forengagementRedesigned afailed lesson afterreflecting onstudent feedbackand learningoutcomesCreated areal-worldscenarioactivityTaught a lesson whilesimultaneouslymanaging a crisissituation (e.g.,emotional distress ofa student or atechnical failure)Used aflippedclassroommodelDesigned andexecuted aninterdisciplinaryprojectcombining twoor more subjectsAppliedBloom’sTaxonomy invirtualactivitiesAddressed asituation where astudent’s personalvalues conflictedwith the lessoncontentFacilitated adifficultconversationabout sensitivesocial issues in adiverse classroomConnectedabstracttheoreticalconcepts tostudents' personalexperiencesIncorporatedstudentfeedbackinto lessondesign

PRAXIS IN YOUR CLASSROOM - 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. Redesigned an entire lesson plan mid-session based on students' real-time needs
  2. Led an interactive online discussion using polls
  3. Applied reflective practice after an online lesson
  4. Integrated social-emotional learning
  5. Led an interactive online discussion using polls
  6. Adjusted lesson pacing based on student feedback
  7. Used formative assessment tools (e.g., Kahoot, Mentimeter)
  8. Used gamified elements for engagement
  9. Implemented Universal Design for Learning (UDL) principles in an online environment
  10. Designed an activity that integrates both synchronous and asynchronous learning
  11. Adapted materials for students with limited tech access
  12. Delivered a fully interactive lesson using only low-bandwidth tools
  13. Applied Freire’s concept of “dialogic learning”
  14. Used multimedia (videos, images) for engagement
  15. Redesigned a failed lesson after reflecting on student feedback and learning outcomes
  16. Created a real-world scenario activity
  17. Taught a lesson while simultaneously managing a crisis situation (e.g., emotional distress of a student or a technical failure)
  18. Used a flipped classroom model
  19. Designed and executed an interdisciplinary project combining two or more subjects
  20. Applied Bloom’s Taxonomy in virtual activities
  21. Addressed a situation where a student’s personal values conflicted with the lesson content
  22. Facilitated a difficult conversation about sensitive social issues in a diverse classroom
  23. Connected abstract theoretical concepts to students' personal experiences
  24. Incorporated student feedback into lesson design