Interactive Bingo

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Interactive Bingo

• Dr. Andrew Finch

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Introduction
CALLER Legs eleven (11), Clickety-click
(66) Bullseye (50) Two little ducks (22) Three
score and ten (70) All the trees (33) Two fat
ladies (88) Unlucky for some (13) Snakes alive
(55) Sweet sixteen, never been kissed (16)
PLAYER BINGO!!!
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Types of Bingo

• This presentation looks at three main types of
  Bingo games
• ? Listening Bingo games (passive, static,
  one-way, instructional, individual, receptive,
  information gap activities)
• ?Speaking Bingo games (active, dynamic,
  two-way, communicative, group, cognitive,
  language-performance and information transfer
  activities)
• ?Self-made Bingo games (active, dynamic,
  two-way, interactive, group, cognitive,
  collaborative, language-performance,
  problem-solving and critical thinking).

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Types of Bingo

• The second means of classification is by the type
  of activity
• Picture Bingo (picture to picture, picture to
  word)
• Word Bingo(word to word, word to picture)
• Synonym Bingo(similar word thesaurus)
• Antonym Bingo (opposite word)
• Translation Bingo (English-Korean,
  Korean-English)
• Matching Bingo (matching a sportsperson to a
  sport, etc.)
• 20 Questions Bingo (asking questions about the
  words)
• Riddle Bingo (definitions dictionary)
• Pyramid Bingo (using a different format for the
  Bingo card)
• Idiom Bingo (explanations)

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• Listening Bingo Games Weather
• Picture Bingo Picture to word.

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• Listening Bingo Games Body Parts
• Translation Bingo Korean to English.

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• Listening Bingo Games Adjectives
• Antonym Bingo

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• Listening Bingo Games Translation Bingo

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• Listening Bingo

Most linguistic items, functions, skills or
topics can be studied through the listening Bingo
approach. These include
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Speaking Bingo

• Speaking Bingo games encourage students to
  communicate with each other. They encourage
  learners to listen and speak, and they can be
  funny.
• Bingo is now used in an interactive way,
  introducing and reviewing language in an
  investigative learner-directed manner.
• The input and the outcome is up to the player,
  rather than the individual Bingo card.
• Speaking Bingo is open and flexible. It can use
  any linguistic items, topics, functions or skills
  as its source materials.
• Each player chooses a person to speak to and
  takes the responsibility for the result.
• The games are performed in a real communicative
  setting.
• There is no limit to the exercising of linguistic
  skills - listening, speaking, reading, writing
  and comprehending!

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• Speaking Bingo
• Word to word

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• Speaking Bingo Picture to Picture

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• Speaking Bingo
• Pyramid Bingo

BINGO!
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• Speaking Bingo

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• Self-Made Bingo

• In listening and speaking Bingo the master cards
  and players Bingo cards are prepared by the
  teacher. Hence, the learners are not actively
  involved until the performance stage.
• Because of this, both categories can be said to
  be lacking in terms of learner-centred qualities.
  
• If we wish students to learn meaningfully and
  effectively, however, it is important that we
  involve them in the entire process of language
  learning.
• It follows, therefore, that the teacher should
  encourage learners to participate in preparing
  Bingo game cards and in making the rules.

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• Self-Made Bingo

• When learners play Bingo games with cards made by
  themselves, in self-made Bingo games, they
  achieve a sense of purpose, ownership and
  meaning.
• This promotes confidence, motivation and
  responsibility for learning.
• The active making of Bingo activities by students
  is a desirable educational event.
• This can lead to excellent follow-on activities
  such as
• devising and writing the rules for their activity
• explaining their activity to other groups
• making a PowerPoint presentation about their
  activity.

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• Self-Made Bingo Olympic Bingo

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• Self-Made Bingo 20 Questions

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• Self-Made Bingo Irregular Verbs

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• Self-Made Bingo

• When we give students the tools to become
  autonomous learners
• There is a resulting increase in enthusiasm for
  learning (Littlejohn, 1985).
• Personal involvement in decision making leads to
  more effective learning (Dickinson, 1995, p.165).
• When the learner sets the agenda, learning is
  more focused, purposeful, and effective (Little,
  1991 Holec, 1981 Dickinson, 1987).
• When responsibility for the learning process lies
  with the learner, the barriers to learning and
  living that are often found in traditional
  teacher-led classes need not arise (Little, 1991
  Holec, 1981 Dickinson, 1987).

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Conclusion

• Thank you for coming today!
• Have a great time using student-centred Bingo!
• This PowerPoint Presentation can be viewed at
  http//www.finchpark.com/ppp/
• Dr. Finch can be contacted ataef_at_knu.ac.kr