(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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Teacher practices display understanding of each student's anticipated learning abilities and needs.
Teacher sets expectations that are understood by students.
TTeacher consistently implements a variety of subject-specific instragegies.
Few students in groups know their roles, responsiblities,a nd group work expectations.
The teacher and/or students model maetacognitive strategies.
Teacher practices incorporate student interests and backgrounds
Assessments are aligned with the depth and rigor of the state standards and content, including curriculum resources
Students complete their work according to teacher expectations
Predicting outcomes
Instructional plans include: evidenc of the internalization of the plans from the high-quality curriculum
Categorization
Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
Teacher expecations are not rigorous for students.
Feedback from students is used to monitor and adjust instruction
Assignments are mostly reproduce information
Questions are consitently purposeful and coherent
Generating Ideas
No irrelevant, confusing, or nonessential information.
The lessons structure is coherent, bassed on the content, and has a beginning, middle, and end, with time for refelction to ensure student understanding.
welcomes all students and guiests
Sustain students' attention
Learning objectives are connected to what students have previously learned.
The teacher regularly reinforces and rewards effors
reseach-based thinking, where students explore and review a variety of ideas, models, and solutions to problems
