WGU D658 2026 Latest release With 100% accurate solutions + rationales 2026

Behaviorism

lecture, drill and practice, rote learning, multiple choice tests. Learning is passive, occurs via external processes, positive reinforcement.

Cognitivism

lecture, visual tools, facilitation to memorize, multiple choice and essay assessments. learning extends beyond the external, it is an internal process involving short and long term memory.

connectivism

self-directed quest for content, sharing of content and sources, spontaneous learning groups, collaborative knowledge creation. learning is self-directed, networked via nodes (content sources, people, groups)

humanism

student-centered learning, discussions, self-reflection activities, holistic growth assignments. emphasizes personal growth and self-actualization, considers emotional and psychological well-being as integral to learning, values student choice and autonomy

Constructivism

discovery, collaborative group work, scaffolding, self-guided learning based on personal experience, peer grading/review. learners build on personal experience; learning is active and social in process.

Multi-Tiered System of Supports (MTSS)

a comprehensive framework used in education to provide targeted interventions and support to students based on their individual needs.

Tier 1 interventions

high quality classroom instruction that ensures the curriculum reaches 100% of students in the classroom.

backward design

a strategic approach to curriculum planning that starts with identifying clear goals or learning outcomes of a course or lesson before planning the instructional strategies and assessments.

formative assessment

used during the learning process to gauge student understanding and guide further learning

summative assessment

a tool for evaluating student learning at specific points, such as at the end of a unit, semester, or academic year; often in the form of a test or quiz

pre-assessment

initial stage involves methods like screening tests, diagnostic assessments, and pre-tests, which help educators understand students' baseline knowledge before instruction begins

performance based learning

an approach to teaching and learning that emphasizes students being able to do or perform, specific skills as a result of instruction

performance based assessment

an individual task, such as research paper, presentation, or report, completed by a candidate and evaluated based on a rubric; a formal testing process that demonstrates competency for a course.

scales

offer a broader overview usually encapsulating overall performance levels.

rubric

a detailed guide that helps teachers assess the quality of students' work based on defined criteria, covering various levels of achievement from basic to advanced.

transparency and clarity

elements that ensure the criteria used to assess students are clear and understandable, making the assessment process fair and transparent

descriptor

defines what performance looks like at each level of a rubric; must be clear and detailed enough for students to understand what is expected of them and how they can improve.

feedback

information or comments about an individual's performance; offers guidance, evaluation, or correction to support improving, growing, or maintaining desired standards or competencies.

data

any information that can be used systematically to inform instructional practice.

academic standards

outline what students should learn and achieve at each grade level across various subjects.

state standards

established by individual states, define the knowledge and skills students need at each grade level across various subjects

national standards

a cohesive set of educational guidelines that outline what students across the entire country should know and be able to achieve in various subject areas.

objectives

specific, measurable goals set by educators to guide student learning toward achieving standards

scope and sequence

charts the progression of standards, specifying instruction order and timing

spiraling curriculum

reintroduces topics with increasing complexity at different grade levels

condition

the specific circumstances under which the assessment takes place or learning occurs, including any necessary tools or resources.

behavior

the action or skill students are expected to demonstrate to produce observable and measurable outcomes

measurable criterion

establishes the benchmarks for success, clearly defining how student achievements will be evaluated and what the mastery level is

direct instruction

a structured, teacher-led approach to teaching focused on clear instructions and learning expectations.

indirect instruction

a learner-centered approach emphasizing higher levels of learner involvement, such as problem-solving, case studies, and critical thinking

discovery/experiential learning

learning strategies involving students in active engagement through real-world experiences, exploration, and reflection.

independent study

allows learners to progress at their own pace and pursue interests, often requiring self-motivation and discipline.

cooperative learning

a strategy that organizes classroom activities into academic and social learning experiences, with students working in groups to complete tasks

heterogenous group

a group composed of a variety of ability levels

homogenous group

a group composed of one ability level

flexible grouping

a teaching strategy that allows educators to personalize instruction to meet the unique needs of students

zone of proximal development

difference between what a learner can do without help and what they can do with guidance and encouragement from a skilled partner.

scaffolding

a method that enables a student to solve a problem, carry out a task, or achieve a goal through the provision of tailored support by an instructor.

functional scaffolding

helps learners understand how to use and/or interpret. ex. tutorials, instructions, explanations of representations

process scaffolding

helps learners understand how to do something. ex. sequencing, mandatory or voluntary participation, linear or nonlinear progression, hierarchical complexity

content scaffolding

helps the learner figure out an answer. ex. accessing prior knowledge, direct instruction with gradual release of responsibility

metacognitive scaffolding

helps the learner to be aware of his/her own learning through reflection, monitoring, and self-assessment. ex. self-assessment of understanding, reflective journaling

active learning

a student-centered approach in which students learn by doing and use higher-order thinking skills, including metacognition

problem based learning

a teaching method where students learn by solving complex, real-world problems

project based learning

an approach where students work on projects over an extended period, which allows them to explore a subject in depth

inquiry based learning

involves students in the learning process through questioning, exploration, and problem-solving, often resembling scientific method