BINGO: Technical Term Identification, Recognition, and Employment in an Interactive Format

BINGO: Technical Term Identification, Recognition, and Employment in an Interactive Format

Karen Goodlad

Hospitaltity Management/School of Professional Studies

Wine and Beverage Management

Activity Description: Provide a brief description of the activity

This activity is a way to engage students in their pre-class reading, in-class knowledge development, and post class review. To play BINGO, students will fill-in a BINGO grid with technical terms, statements, or questions about the subject mater (the teacher should complete 5-7 boxes as an exemplar). During class students will listen for information to help define the term, complete the statement, or answer the question. When a row of information is both filled in and answered then the student yells "BINGO".

Learning Goals: What do you aim to achieve with this activity?

Development of technical term identification, recognition, and employment.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

The activity will span the length of the class session. Allow 10 minutes at the start of the class for students to review the notes they prepared during their pre-class reading (or the BINGO form can be completed as homework). Proceed with class as normal, when a student yells BINGO the teacher will take a minute to check their work.

This activity can be used at any point in the semester and is best for development of highly technical terms.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

To Do:
Create BINGO Grid
Create instructions for students to complete the grid
Explain how BINGO is achieved (a row of boxes must be filled in and completed)

This is a low stakes, in-class activity.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

If the boxes of the grid are complete then the student is prepared for class the material.
If the student answers the questions or phrases throughout the class session then that is an indication they they are engaged with the lecture and discussion. This is an example of formative assessment.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

At first the students were confused and apprehensive. As class progressed it was evident that they were engaged. By the end of class students were excited about how much they learned (completing the grid made it easy to see the knowledge they developed). Students approached me after class to say they appreciated the creativity needed to develop and execute the activity.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

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