WGU D658 Planning instructional Strategies for Meaningful Learning With 100% accurate solutions + rationales 2026

direct instruction

step-by-step

indirect instruction

Students discover things independently

experiental learning AKA

Discovery learning AKA

Experiential learning

handson learning

cooperative learning

small groups of classmates work toward common goals

academic standards

the standards across the board for students in certain grade levels but not subjects

national standards

standards unified nation wide

state standards

standards made independently by each state

objectives

Goals to guide curriculum development

Scope and Sequence

a sturcture with checkpoints for students

spiralling curriculum

increases the complexity gradually

How do objectives contribute to the teaching and learning process?

They bridge the gap between broad educational standards and daily classroom activities, guiding the design of engaging and effective lessons

condition

where the learning takes place

behavior

actions demonstrated by the student

measurable criterion

how the student is expected to perform

provide a blank map of the US

conditon

3 multiple choice options

Students identify the state capitals

behavior

3 multiple choice options

90% accuracy

measurable criterion

3 multiple choice options

Independent/Individual studies

telling students to pursue topics of their own interest at their own pace

active learning

Student-centered, they learn by doing tasks

problem-based learning

Students solve real-world problems

project-based learning

Explore a topic in depth to learn more about it, for an extended period

inquiry-based learning

learning through questioning things

heterogeneous groups

composed of a variety of ability levels

homogeneous groups

groups composed of one ability level, or very similar.

flexible grouping

Instructing the groups differently, rather than giving all the exact instructions for the entire class

think-pair-share

A technique in which students working in pairs learn from one another and get to try out their ideas in a nonthreatening context before presenting them to the class.

jigsaw

A cooperative learning model in which students are assigned to six-member teams to work on academic material that has been broken down into sections for each member.

brainstorming

thinking about the subject and having ideas created from it

role plays

each student takes on a certain role

peer teaching

an "expert" teaches the group or go around and teach it to the group

Zone of Proximal Development (ZPD)

The gap between what a learner can accomplish alone and what he or she can achieve with guidance from more skilled partners.

Behaviorism

Learning is seen as passive by rewards and punishments

Cognitivism

A Memory process that uses mind maps and tools

Constructivism

active and social learning through discovery, scaffolding on experiences

Connectivism

self-directed learning, using outsides sources

humanism

personal growth and self-actualization

functional

helps learners understand how to use and interpret

process

helps learners understand how to do something

metacognitive

knowing how one thinks

scaffolding

tailored suport to bridge the ZPD

formative assessments

Data on how students are learning, quizzes, exams, and exit tickets

data

facts and statistics regarding the students

Summative Assessment

conclusive overview of the lesson, shows mastery rather than Competency

Formative assessment purpose

To provide ongoing feedback and to help make adjustments

Summative assessment purpose

To evaluate final proficiency or mastery

Formative assessment focus

Process oriented, monitors learning progress

Summative assessment focus

Outcome oriented measure measures achievement

Formative assessment timing

Continues throughout learning

Summative assessment timing

at the end of semester unit or period

Formative assessment usage

Guides teaching strategies and student support where necessary

Summative assessment usage

Determined grades and final outcomes

Formative assessment feedback

Immediate to enhance learning and instruction

Summative assessment feedback

Summarize learning and may inform future courses

Formative assessment stakeholder impact

Informs teachers and students of improvements

Summative assessment stakeholder impact

Informed teachers administrators and external stakeholders of overall achievement

Preassessment

Screen testing pretest helps educators, understand what students already know

Scales

How a student is assessed through data compared to other students

Rubric

Detailed guide on how soon are graded and what is expected within the material

Transparency and clarity

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

Descriptors

words used to describe something

Feedback

Teachers response to learners performance

Three parts of effective feedback

Timely, specific, aligned with learning goals

Backward design

An approach to instructional planning in which a teacher first determines the desired end result (i.e., what knowledge and skills students should acquire) and then identifies appropriate assessments and instructional strategies.

Backwards design process three steps

Identified desired results determine acceptable, evidence, plan learning experiences and instruction

Identified desired results

Make your objective clear of what you want a student to achieve

Determine acceptable evidence

Decide what assessments will prove the students know what they're doing

Plan learning experiences and instruction

Plan how you're going to teach this lesson

Multitiered system of support

Framework and education that gives student support based on their needs

Differentiation

A instructional approach that changes it style based on the learners needs

Differentiating content

Refers to HOW the content is taught

Differentiating process

Refers to different activities

Differentiating product

Refers to the traditional assessment, could be a presentation or project rather than an essay or a test

Differentiating learning environment

Flexible, seating, soft, lighting

Culturally Responsive Pedagogy (CRP)

a teaching method that recognizes that students learn differently and that these differences are connected to their family structure, cultural identity, language, and background

culturally responsive teaching

Teachers create a classroom that values various cultures within the curriculum