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Roles in breakout rooms, shuffling students, guiding questions, etc. These structures allowed for the rooms to encourage more engagement and accountability. The kiddos are familiar with the breakout rooms, but we change it up so it doesn't get monotonous.

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https://drive.google.com/file/d/1bNZGAdynIykRWMzLAig1QvXg28RqX5JT/view?usp=sharing

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Create your own bingo card from scratch

Instructions: Enter your bingo card title, choose a size, and type your words into the squares.

You can drag-and-drop images into the squares and customize the color scheme.

To generate your bingo cards, cilck the "Generate" button.

Afterwards, you can print your bingo cards, or play a virtual bingo game.

Features

New! For question/answer-style bingo, flip over the square to enter a question/clue (which will appear on the call list)

Drag and drop images from your computer to liven up your card

Print 10 bingo cards or 10,000 with 1, 2 or 4 bingo cards per page

Play virtual bingo from a computer, tablet or smartphone

Use the automatically generated random call list to conduct your game

Decide if you want to fix your words/images to a single column (like in traditional bingo), or shuffle them across the entire card.

Customize the size of your card with 5x5, 4x4 and 3x3 grids

Add as many words/images as you want

Choose whether you want a free space or not

Calculate the probability of someone winning your bingo game after a certain number of calls

Drag-n-drop an image from your computer into a square

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#1 Free Bingo Card Generator - Play Online or Print Cards

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Create your own bingo card from scratch Instructions: Enter your bingo card title, choose a size, and type your words into the squares. You can drag-and-drop images into the squares and customize the color scheme. To generate your bingo cards, cilck the "Generate" button.

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Those who the talking Do the learning....why student talk matters
Builds classroom community
Student Voice builds engagement
Modeling-differentiation auditory and visual access to student learning. Student can return to notes as a resource. To have affective Discource...you must have an intellectual challenge. Students are feeling empowered for learning. More resonsible to their own learning.

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Lot's of student talk
Takes what kids give and makes it work.
Playfulness

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Open ended questions.
No spoon feeding answers

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Modelling of notetaking

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Student leading and calling on other students.
Gives agency to students

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Let's student lead.

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Scritch -
Try to have students lead through lesson

Harris - slowly taking is time to think
More student voice than just reading through success criteria and learning target

Swanson-
More open ended questions
Asking to find out background knowledge before diving into lesson

Orlandi -
Start class with engagement - less academic talk - students may be more willing to engage during lesson afterwards

Cat Lady -
More student talking rather oversharing knowledge -

Goat - shared leadership
no opt out!!!!

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Orlandi - Science question:  How did you teleport from school to home?  Real Question:  How do you choose who leads the class?

Elliot - Reading is the first step, Could students ask higher level questions in response to peers?

Freyta - What does the timing look like when leading a student lead the class?

Scritch - What does a student lead class look like for remote learners?
Swanson - Do 6th and 7th connect to discuss prior knowledge?  What does that look like?

Elliot - How do you elevate learning?  Provide feedback?

Johnson - If you could change one thing about this lesson, what would you change?