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

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