WGU D658 | Planning Instructional
Strategies for Meaningful Learning
Objective Assessment (OA) | 100% Accurate Solutions | Aligned with 2026
Western Governors University | Teachers College
Meaningful Learning | Cognitive Load Theory | Lesson Alignment | Differentiated Instruction
Exam Composition: 70 multiple-choice questions distributed across four content domains.
Cognitive level distribution: ~30% recall, ~50% application, ~20% analysis. Approximately 75%
of items are scenario-based (classroom vignettes, lesson plan analysis, student behavior
interpretation, objective alignment), with 25% direct (theorist definitions, instructional model
steps, cognitive load terminology). WGU D658 specific application of Ausubel's advance
organizers and cognitive bridging to connect new information to prior knowledge; complex
scenario-based alignment of learning objectives to specific instructional strategies using Bloom's
Taxonomy; and differentiation strategies for neurodivergent learners and English Language
Learners (ELLs) within the initial lesson planning phase. Each item includes four options (A-D),
one correct answer, and a concise rationale explaining why the correct option is best and why
distractors are incorrect.
Contents
Section 1: Foundations of Meaningful Learning and Cognitive Load Theory (Q1-Q18)
Section 2: Direct, Indirect, and Interactive Instructional Strategies (Q19-Q36)
Section 3: Lesson Planning, Alignment, and Scaffolding (Q37-Q53)
Section 4: Differentiating Instruction for Diverse Learners (Q54-Q70)
WGU D658 Planning Instructional Strategies for Meaningful Learning - OA (2026) Page 1
, Section 1: Foundations of Meaningful Learning and Cognitive Load Theory
Items 1-18 cover Ausubel's meaningful learning and advance organizers (expository vs. comparative), Sweller's
Cognitive Load Theory (intrinsic, extraneous, germane load), Mayer's multimedia principles (spatial contiguity,
coherence, modality, redundancy), worked examples, expertise reversal effect, and working vs. long-term
memory.
Q1: Ausubel's meaningful learning theory emphasizes that new learning is most effective when:
A. New information is presented in isolation
B. New information is deliberately connected to existing cognitive structures (prior knowledge)
[CORRECT]
C. Students memorize facts without context
D. Learners passively receive lectures
Correct Answer: B
Rationale: Ausubel's theory holds that meaningful learning occurs when new material connects to relevant prior
knowledge. Isolation, rote memorization, and passive reception do not produce meaningful learning.
Q2: An advance organizer, as defined by Ausubel, is best described as:
A. An end-of-lesson quiz
B. An introductory framework presented before new content to bridge prior and new knowledge
[CORRECT]
C. A discipline plan
D. A seating chart
Correct Answer: B
Rationale: Advance organizers are introductory frameworks that bridge prior knowledge and new content.
Quizzes, discipline plans, and seating charts serve different purposes.
Q3: An expository advance organizer is most appropriate when the goal is to:
A. Provide a broad conceptual overview before detailed instruction [CORRECT]
B. Compare and contrast two concepts
C. Test recall of facts
D. Punish misbehavior
Correct Answer: A
Rationale: Expository organizers provide a broad conceptual overview. Comparative organizers compare
concepts; expository organizers are not for testing recall or discipline.
WGU D658 Planning Instructional Strategies for Meaningful Learning - OA (2026) Page 2
, Q4: According to Sweller's Cognitive Load Theory, the load imposed by the intrinsic complexity of
the material is:
A. Extraneous cognitive load
B. Intrinsic cognitive load [CORRECT]
C. Germane cognitive load
D. Working memory load only
Correct Answer: B
Rationale: Intrinsic load stems from the inherent difficulty of the material. Extraneous load comes from poor
design; germane load supports schema construction.
Q5: Cognitive load imposed by poor instructional design (e.g., split attention, redundancy) is:
A. Intrinsic load
B. Extraneous load [CORRECT]
C. Germane load
D. Schema load
Correct Answer: B
Rationale: Extraneous load results from ineffective design and should be minimized. Intrinsic load is inherent;
germane load is productive for learning.
Q6: Germane cognitive load refers to:
A. Load imposed by the topic itself
B. Productive cognitive effort devoted to schema construction and automation [CORRECT]
C. Load from distracting visuals
D. Load from prior knowledge
Correct Answer: B
Rationale: Germane load is the effortful processing that builds schemas. Intrinsic is from topic complexity;
extraneous is from poor design; prior knowledge is not a load type.
Q7: A slide presents a diagram with text on one side and a separate description on the other, forcing
learners to look back and forth. This increases:
A. Germane load
B. Extraneous load (split-attention effect) [CORRECT]
C. Intrinsic load only
D. Long-term memory capacity
Correct Answer: B
Rationale: Split-attention effects increase extraneous load by forcing unnecessary integration. Germane load
supports learning; intrinsic load is from material complexity; long-term memory is effectively unlimited.
WGU D658 Planning Instructional Strategies for Meaningful Learning - OA (2026) Page 3
Strategies for Meaningful Learning
Objective Assessment (OA) | 100% Accurate Solutions | Aligned with 2026
Western Governors University | Teachers College
Meaningful Learning | Cognitive Load Theory | Lesson Alignment | Differentiated Instruction
Exam Composition: 70 multiple-choice questions distributed across four content domains.
Cognitive level distribution: ~30% recall, ~50% application, ~20% analysis. Approximately 75%
of items are scenario-based (classroom vignettes, lesson plan analysis, student behavior
interpretation, objective alignment), with 25% direct (theorist definitions, instructional model
steps, cognitive load terminology). WGU D658 specific application of Ausubel's advance
organizers and cognitive bridging to connect new information to prior knowledge; complex
scenario-based alignment of learning objectives to specific instructional strategies using Bloom's
Taxonomy; and differentiation strategies for neurodivergent learners and English Language
Learners (ELLs) within the initial lesson planning phase. Each item includes four options (A-D),
one correct answer, and a concise rationale explaining why the correct option is best and why
distractors are incorrect.
Contents
Section 1: Foundations of Meaningful Learning and Cognitive Load Theory (Q1-Q18)
Section 2: Direct, Indirect, and Interactive Instructional Strategies (Q19-Q36)
Section 3: Lesson Planning, Alignment, and Scaffolding (Q37-Q53)
Section 4: Differentiating Instruction for Diverse Learners (Q54-Q70)
WGU D658 Planning Instructional Strategies for Meaningful Learning - OA (2026) Page 1
, Section 1: Foundations of Meaningful Learning and Cognitive Load Theory
Items 1-18 cover Ausubel's meaningful learning and advance organizers (expository vs. comparative), Sweller's
Cognitive Load Theory (intrinsic, extraneous, germane load), Mayer's multimedia principles (spatial contiguity,
coherence, modality, redundancy), worked examples, expertise reversal effect, and working vs. long-term
memory.
Q1: Ausubel's meaningful learning theory emphasizes that new learning is most effective when:
A. New information is presented in isolation
B. New information is deliberately connected to existing cognitive structures (prior knowledge)
[CORRECT]
C. Students memorize facts without context
D. Learners passively receive lectures
Correct Answer: B
Rationale: Ausubel's theory holds that meaningful learning occurs when new material connects to relevant prior
knowledge. Isolation, rote memorization, and passive reception do not produce meaningful learning.
Q2: An advance organizer, as defined by Ausubel, is best described as:
A. An end-of-lesson quiz
B. An introductory framework presented before new content to bridge prior and new knowledge
[CORRECT]
C. A discipline plan
D. A seating chart
Correct Answer: B
Rationale: Advance organizers are introductory frameworks that bridge prior knowledge and new content.
Quizzes, discipline plans, and seating charts serve different purposes.
Q3: An expository advance organizer is most appropriate when the goal is to:
A. Provide a broad conceptual overview before detailed instruction [CORRECT]
B. Compare and contrast two concepts
C. Test recall of facts
D. Punish misbehavior
Correct Answer: A
Rationale: Expository organizers provide a broad conceptual overview. Comparative organizers compare
concepts; expository organizers are not for testing recall or discipline.
WGU D658 Planning Instructional Strategies for Meaningful Learning - OA (2026) Page 2
, Q4: According to Sweller's Cognitive Load Theory, the load imposed by the intrinsic complexity of
the material is:
A. Extraneous cognitive load
B. Intrinsic cognitive load [CORRECT]
C. Germane cognitive load
D. Working memory load only
Correct Answer: B
Rationale: Intrinsic load stems from the inherent difficulty of the material. Extraneous load comes from poor
design; germane load supports schema construction.
Q5: Cognitive load imposed by poor instructional design (e.g., split attention, redundancy) is:
A. Intrinsic load
B. Extraneous load [CORRECT]
C. Germane load
D. Schema load
Correct Answer: B
Rationale: Extraneous load results from ineffective design and should be minimized. Intrinsic load is inherent;
germane load is productive for learning.
Q6: Germane cognitive load refers to:
A. Load imposed by the topic itself
B. Productive cognitive effort devoted to schema construction and automation [CORRECT]
C. Load from distracting visuals
D. Load from prior knowledge
Correct Answer: B
Rationale: Germane load is the effortful processing that builds schemas. Intrinsic is from topic complexity;
extraneous is from poor design; prior knowledge is not a load type.
Q7: A slide presents a diagram with text on one side and a separate description on the other, forcing
learners to look back and forth. This increases:
A. Germane load
B. Extraneous load (split-attention effect) [CORRECT]
C. Intrinsic load only
D. Long-term memory capacity
Correct Answer: B
Rationale: Split-attention effects increase extraneous load by forcing unnecessary integration. Germane load
supports learning; intrinsic load is from material complexity; long-term memory is effectively unlimited.
WGU D658 Planning Instructional Strategies for Meaningful Learning - OA (2026) Page 3
