WGU D187 Task 1: Differentiated Instruction in History
Projects Analysis |Passed on First Attempt |Latest Update
with Complete Solution
MSCIN-Western Governor’s University
D187-Differentiated Instruction
Natasha Whitney
Jan 1, 2026
A. The ATLAS case study that I observed was Case 206: Creating History Projects Showing
Change Over Time.
1. Describe specific examples of how the teacher in the video identified in part A does or
does not demonstrate differentiated instructional practices in three of the following areas:
• maintaining high expectations for all students
The teacher in this case study does an overall good job at maintaining high
expectations for all students. You can observe her allowing students to productively
struggle through some of their ideas. She was also asking leading questions while doing
so to allow students to continue to think about their ideas, and how they fit into what
they were taught. The teacher also make sure that each student had a voice in their
group by asking them what they thought about the ideas their group members had. She
made sure that each student continued to work with their group, and that each member
was contributing to the project.
• engaging all students in learning
, The teacher in this video did a great job at engaging all students in learning. She
did this by grouping students together based on interest/ideas. This is a change because
according to the notes, she usually seats students heterogeneously. This keeps all
students engaged because they are excited about their learning. The teacher also visits
each group and verified that each student is engaged in the group’s ideas for their
projects. In a time where keeping students engaged has become a huge issue, it was
great to see this teacher do such a great job of it.
• supporting all students in completing appropriately challenging tasks
In this video, the teacher did a great job at supporting her students. She mentioned
in the notes that some of her students are often disengaged or have intellectual
disabilities. In the video, you observe her challenging the students to think deeper by
asking probing questions. She also helps a group get on track, all while allowing the
students to continue to think through issues, instead of just telling them what to do. As a
teacher, productive struggle is sometimes a hard thing to do with students, especially
when students don’t struggle well.
2. Describe specific examples of how the learning environment in the video identified in part
A does or does not incorporate differentiated instruction in three of the following areas:
• setting a positive tone for learning
The teacher sets a positive tone for learning by modeling a positive tone and
positive body language. She is pleasant when she engages with each student. She also
lowers her body to the level of the students when talking to them.
• treating everyone as valued and respected members of the community
In the case study, you can see the teacher making everyone feel valued and as a
respected member of the classroom community. When she moves to each group, she
makes sure to ask each student their thoughts. She also makes sure that the other group
Projects Analysis |Passed on First Attempt |Latest Update
with Complete Solution
MSCIN-Western Governor’s University
D187-Differentiated Instruction
Natasha Whitney
Jan 1, 2026
A. The ATLAS case study that I observed was Case 206: Creating History Projects Showing
Change Over Time.
1. Describe specific examples of how the teacher in the video identified in part A does or
does not demonstrate differentiated instructional practices in three of the following areas:
• maintaining high expectations for all students
The teacher in this case study does an overall good job at maintaining high
expectations for all students. You can observe her allowing students to productively
struggle through some of their ideas. She was also asking leading questions while doing
so to allow students to continue to think about their ideas, and how they fit into what
they were taught. The teacher also make sure that each student had a voice in their
group by asking them what they thought about the ideas their group members had. She
made sure that each student continued to work with their group, and that each member
was contributing to the project.
• engaging all students in learning
, The teacher in this video did a great job at engaging all students in learning. She
did this by grouping students together based on interest/ideas. This is a change because
according to the notes, she usually seats students heterogeneously. This keeps all
students engaged because they are excited about their learning. The teacher also visits
each group and verified that each student is engaged in the group’s ideas for their
projects. In a time where keeping students engaged has become a huge issue, it was
great to see this teacher do such a great job of it.
• supporting all students in completing appropriately challenging tasks
In this video, the teacher did a great job at supporting her students. She mentioned
in the notes that some of her students are often disengaged or have intellectual
disabilities. In the video, you observe her challenging the students to think deeper by
asking probing questions. She also helps a group get on track, all while allowing the
students to continue to think through issues, instead of just telling them what to do. As a
teacher, productive struggle is sometimes a hard thing to do with students, especially
when students don’t struggle well.
2. Describe specific examples of how the learning environment in the video identified in part
A does or does not incorporate differentiated instruction in three of the following areas:
• setting a positive tone for learning
The teacher sets a positive tone for learning by modeling a positive tone and
positive body language. She is pleasant when she engages with each student. She also
lowers her body to the level of the students when talking to them.
• treating everyone as valued and respected members of the community
In the case study, you can see the teacher making everyone feel valued and as a
respected member of the classroom community. When she moves to each group, she
makes sure to ask each student their thoughts. She also makes sure that the other group
