WGU Learning as a Science – D186 Complete Study Guide 2026-03-02
WGU Learning as a Science
– D186 Complete Study
Guide
Page 1
Guidehttps://www.stuvia.com/dashboard!@_)#*)(@$)($@*($@)($@*_ 1 WGU Learning as a Science – D186 Complete Study Guide.pdf
,WGU Learning as a Science - D186 2026-03-02
Hide definitions
Brain-Based Learning
an approach to teaching that is grounded in the latest research on how the brain learns best.
Strategies that align with the natural learning processes of the brain, making education more
effective and engaging. Factors like emotion, environment, repetition, and individual neurological
differences significantly impact how well students learn.
Multisensory Instruction
Brain retains information better when multiple senses are engaged.
Brain Breaks
The brain needs time to process and consolidate information. Implementing short breaks during
lessons can improve focus and retention.
This is also tied to ideas of "cognitive load," the theory that the brain has limited processing capacity
at any given time, and too much sensory or informational input can overwhelm learners.
Page 2 2 WGU Learning as a Science - D186.pdf
,WGU Learning as a Science - D186 2026-03-02
4 Exemplary Areas for Learning as a Science
1) Modeling learning progressions and adapting learning experiences, resources, and feedback to
support learners' progress.
2) Collaborative learning and scaffolding, scripting, and orchestrating social interaction.
3) Simulations, visualization, modeling, and representation.
4) Opportunities to engage in hands-on constructive activities.
10 Key Learning as a Science Principles
1) Environment
2) Student's physical well-being
3) Learning is a process that involves effort, mistakes, reflection, and refinement.
4) Motivated to learn through autonomy, interests, and understanding the purpose.
5) Think deeply about the "to-be-learned" material to pay attention, build memories, and make
meaning.
6) Retrieval practice.
7) Spacing out learning and interweaving different content.
8) Communicating high expectations.
9) Students feel safe in their learning.
10) Collaboration and social interaction.
Page 3 3 WGU Learning as a Science - D186.pdf
, WGU Learning as a Science - D186 2026-03-02
Retrieval Practice
A learning strategy where you actively recall information from memory, rather than passively
reviewing it.
Strengthens memory; helps students flexibly apply what they learn, which strengthens the neural
pathways associated with that information.
Collaboration and social interaction
Encourages deeper processing
Deliberately creating learning spaces, including desk placement, lighting, etc.
Increases learning
Strategies to elaborate on learning:
1) Summarizing
2) Drawing
Page 4 4 WGU Learning as a Science - D186.pdf
WGU Learning as a Science
– D186 Complete Study
Guide
Page 1
Guidehttps://www.stuvia.com/dashboard!@_)#*)(@$)($@*($@)($@*_ 1 WGU Learning as a Science – D186 Complete Study Guide.pdf
,WGU Learning as a Science - D186 2026-03-02
Hide definitions
Brain-Based Learning
an approach to teaching that is grounded in the latest research on how the brain learns best.
Strategies that align with the natural learning processes of the brain, making education more
effective and engaging. Factors like emotion, environment, repetition, and individual neurological
differences significantly impact how well students learn.
Multisensory Instruction
Brain retains information better when multiple senses are engaged.
Brain Breaks
The brain needs time to process and consolidate information. Implementing short breaks during
lessons can improve focus and retention.
This is also tied to ideas of "cognitive load," the theory that the brain has limited processing capacity
at any given time, and too much sensory or informational input can overwhelm learners.
Page 2 2 WGU Learning as a Science - D186.pdf
,WGU Learning as a Science - D186 2026-03-02
4 Exemplary Areas for Learning as a Science
1) Modeling learning progressions and adapting learning experiences, resources, and feedback to
support learners' progress.
2) Collaborative learning and scaffolding, scripting, and orchestrating social interaction.
3) Simulations, visualization, modeling, and representation.
4) Opportunities to engage in hands-on constructive activities.
10 Key Learning as a Science Principles
1) Environment
2) Student's physical well-being
3) Learning is a process that involves effort, mistakes, reflection, and refinement.
4) Motivated to learn through autonomy, interests, and understanding the purpose.
5) Think deeply about the "to-be-learned" material to pay attention, build memories, and make
meaning.
6) Retrieval practice.
7) Spacing out learning and interweaving different content.
8) Communicating high expectations.
9) Students feel safe in their learning.
10) Collaboration and social interaction.
Page 3 3 WGU Learning as a Science - D186.pdf
, WGU Learning as a Science - D186 2026-03-02
Retrieval Practice
A learning strategy where you actively recall information from memory, rather than passively
reviewing it.
Strengthens memory; helps students flexibly apply what they learn, which strengthens the neural
pathways associated with that information.
Collaboration and social interaction
Encourages deeper processing
Deliberately creating learning spaces, including desk placement, lighting, etc.
Increases learning
Strategies to elaborate on learning:
1) Summarizing
2) Drawing
Page 4 4 WGU Learning as a Science - D186.pdf
