My studentshave usedgraphicorganizers forresearchnote‑taking.My studentshave usedVenn diagramsto comparecharacters ortexts.My students have usedPMI(Plus/Minus/Interesting)to evaluate ideas.My studentshave usedreflectiontemplates orlearning logsafter tasks.As a teacher: Ihaveintroducedgraphicorganizers inclass.My studentshave useddecision treesto planproblem‑solvingsteps.As a teacher:I have usedmind maps toplan lessons.My studentshave createdmind maps toorganize theirthoughts.My studentshave completedprojects usingVenn diagrams.My students haveused matrices(comparisontables) to analyseinformation.As a teacher: Ihave providedtemplates forgraphicorganizers.As a teacher: Ihave modelledhow to usecycle diagramsfor processes.As a teacher: Ihave usedbrainstormingwebs togenerate ideas.As a teacher: Ihaveencouragedstudents to usemind maps forbrainstorming.My students haveusedcause‑and‑effectmaps duringreading lessons.As a teacher: Ihaveimplementedthinking tools toenhance criticalthinking.My studentshave usedgraphicorganizers forwritingassignments.As a teacher: Ihave used theSix ThinkingHats tostructurediscussion.As a teacher: Ihave used mindmaps tosupportvocabularydevelopment.As a teacher: Ihave used graphicorganizers toscaffold paragraphwriting.My studentshave presentedideas usingmind maps inclass.As a teacher: Ihave usedchecklists andrubrics to supportself‑management.As a teacher: Ihave modelledusing T‑chartsfor comparingideas.My studentshave usedflowcharts tosequenceevents orprocedures.As a teacher: Ihave introducedconcept maps toshowrelationshipsbetween ideas.My studentshave usedstoryboards toplan narrativesorpresentations.As a teacher:I have usedKWL charts toactivate priorknowledge.My studentshave usedgraphicorganizers forresearchnote‑taking.My studentshave usedVenn diagramsto comparecharacters ortexts.My students have usedPMI(Plus/Minus/Interesting)to evaluate ideas.My studentshave usedreflectiontemplates orlearning logsafter tasks.As a teacher: Ihaveintroducedgraphicorganizers inclass.My studentshave useddecision treesto planproblem‑solvingsteps.As a teacher:I have usedmind maps toplan lessons.My studentshave createdmind maps toorganize theirthoughts.My studentshave completedprojects usingVenn diagrams.My students haveused matrices(comparisontables) to analyseinformation.As a teacher: Ihave providedtemplates forgraphicorganizers.As a teacher: Ihave modelledhow to usecycle diagramsfor processes.As a teacher: Ihave usedbrainstormingwebs togenerate ideas.As a teacher: Ihaveencouragedstudents to usemind maps forbrainstorming.My students haveusedcause‑and‑effectmaps duringreading lessons.As a teacher: Ihaveimplementedthinking tools toenhance criticalthinking.My studentshave usedgraphicorganizers forwritingassignments.As a teacher: Ihave used theSix ThinkingHats tostructurediscussion.As a teacher: Ihave used mindmaps tosupportvocabularydevelopment.As a teacher: Ihave used graphicorganizers toscaffold paragraphwriting.My studentshave presentedideas usingmind maps inclass.As a teacher: Ihave usedchecklists andrubrics to supportself‑management.As a teacher: Ihave modelledusing T‑chartsfor comparingideas.My studentshave usedflowcharts tosequenceevents orprocedures.As a teacher: Ihave introducedconcept maps toshowrelationshipsbetween ideas.My studentshave usedstoryboards toplan narrativesorpresentations.As a teacher:I have usedKWL charts toactivate priorknowledge.

TT 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. My students have used graphic organizers for research note‑taking.
  2. My students have used Venn diagrams to compare characters or texts.
  3. My students have used PMI (Plus/Minus/Interesting) to evaluate ideas.
  4. My students have used reflection templates or learning logs after tasks.
  5. As a teacher: I have introduced graphic organizers in class.
  6. My students have used decision trees to plan problem‑solving steps.
  7. As a teacher: I have used mind maps to plan lessons.
  8. My students have created mind maps to organize their thoughts.
  9. My students have completed projects using Venn diagrams.
  10. My students have used matrices (comparison tables) to analyse information.
  11. As a teacher: I have provided templates for graphic organizers.
  12. As a teacher: I have modelled how to use cycle diagrams for processes.
  13. As a teacher: I have used brainstorming webs to generate ideas.
  14. As a teacher: I have encouraged students to use mind maps for brainstorming.
  15. My students have used cause‑and‑effect maps during reading lessons.
  16. As a teacher: I have implemented thinking tools to enhance critical thinking.
  17. My students have used graphic organizers for writing assignments.
  18. As a teacher: I have used the Six Thinking Hats to structure discussion.
  19. As a teacher: I have used mind maps to support vocabulary development.
  20. As a teacher: I have used graphic organizers to scaffold paragraph writing.
  21. My students have presented ideas using mind maps in class.
  22. As a teacher: I have used checklists and rubrics to support self‑management.
  23. As a teacher: I have modelled using T‑charts for comparing ideas.
  24. My students have used flowcharts to sequence events or procedures.
  25. As a teacher: I have introduced concept maps to show relationships between ideas.
  26. My students have used storyboards to plan narratives or presentations.
  27. As a teacher: I have used KWL charts to activate prior knowledge.