(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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Feedback from students is used to monitor
and adjust instruction.
The teacher sometimes engages students
in the following problem-solving types:
○ Abstraction
Teacher consistently provides differentiated
supports and strategies to ensure students
have the opportunity to master grade-level
standards.
Student work is rarely completed to meet
teacher expectations.
Presenting Instructional Content
is arranged to promote individual and
group learning.
Teacher and students exhibit respect and
kindness for the teacher and each other;
classroom is free of unhealthy conflict,
sarcasm, and put-downs.
Pacing is appropriate and sometimes
provides opportunities for students who
progress at different learning rates.
Student Work
Thinking
Respectful Conditions
The teacher calls on a variety of students
to engage different students’ perspectives
and provide opportunities for many
students to respond.
The lesson’s structure is coherent, based
on the content, and has a beginning,middle, and end, with time for reflection to ensure student understanding.
There is evidence that students are
progressing or demonstrating mastery of
the objective(s).
Lesson Structure and Pacint
Assessment
use a variety of question types and
formats to gauge student learning and
problem-solving;
Teacher consistently recognizes and
motivates positive behaviors and does not
allow inconsequential behavior to interrupt
the lesson.
Standards and Objectives
Academic Feedback
The teacher engages students in multiple
types of thinking:
○ analytical thinking, where students
analyze, compare and contrast, and
evaluate and explain information;
Actvities and Materials
Feedback is frequently given during guided
practice, throughout the lesson, and during
review of independent work assignments.
Environment
Problem-Solving
Questions are rarely sequenced with
attention to the instructional goals.
Presentation of content inconsistently
includes:no irrelevant, confusing, or nonessential
information.
Assignments are:
● always aligned to the rigor and depth of the
standards and curriculum content.
Expectations
Grouping Students
Activities and materials include a majority of
the following:
● Content:
○ support the lesson objectives;
○ are challenging;
Instructional Plans
Engaging Students and Managing Behavior
Teacher Content Knowledge
The teacher regularly reinforces and
rewards effort.
Learning objectives and state content
standards*are communicated.
motivating Students
Instructional plans include:
● some evidence of the internalization of the
Teacher highlights key concepts and ideas
and uses them as the basis to connect
other powerful ideas.
Questioning
Teacher Knowledge of Students
Students are consistently engaged in their
own learning, and the teacher reinforces
students’ initiative to learn more.
Instructional groups facilitate
opportunities for students to set goals,
reflect on, and evaluate their learning.
