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

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