D658, WGU D658
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1. direct instruction where teachers lead lessons step-by-step
2. indirect instruction where students discover concepts independently
3. discovery/experiential emphasizing hands-on activities
learning
4. cooperative learning where they work together to achieve common goals
5. Academic standards outline what students should learn and achieve at each grade level
across various subjects.
6. National standards those from the Common Core State Standards Initiative, provide a
unified set of expectations for student learning nationwide.
7. state standards may vary but generally align with national guidelines while ad-
dressing specific local needs and priorities.
8. Educational standards function as benchmarks for student performance and are crucial
for guiding curriculum development, ensuring all students have
access to quality education.
9. District-level standards expand upon state standards by tailoring them to meet specific
district requirements and resources, ensuring that the education
provided aligns with broader educational goals and local needs.
10. scope and sequence a plan for the order and depth of skills to be taught throughout
the year. Scope refers to the topics to be covered and how deeply
to cover them, while the sequence describes the order in which
the topics are to be taught.
11. spiraling curriculum reteaching a concept multiple times throughout the year with
steadily increasing levels of rigor and depth
, D658, WGU D658
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12. roles of standards, scope Standards define the learning objectives, the scope and sequence
and sequence, and spiral- map out the order and timing of instruction, and the spiraling
ing curriculum in educa- curriculum builds on this foundation by revisiting concepts with
tional planning increasing complexity.
13. State standards influence While political factors can influence state academic standards to
some extent, variations primarily stem from various educational
needs, priorities, and demographics within each state's student
population.
14. The Common Core State represent a significant development in the landscape of national
Standards (CCSS) standards. Introduced to establish clear and consistent education-
al benchmarks focusing on mathematics and English language
arts (ELA), the CCSS aim to prepare students for college, career,
and life by emphasizing critical thinking, problem-solving, and
analytical skills.
15. Which aspect of the CCSS The CCSS's emphasis on students' engagement with content
is highlighted using active through higher-order thinking processes.
verbs such as "solve," "de-
termine," and "analyze"
16. Next Generation Science introduces a three-dimensional approach to science education,
Standards (NGSS) weaving together science and engineering practices, crosscutting
concepts, and disciplinary core ideas
17. C3 Framework For Social emphasizes inquiry-based learning in social studies, which aims
Studies to prepare students for college, career, and civic life by developing
critical thinking, communication, and analytical skills.
18. Learning objectives guide students toward what they should learn and be able to
accomplish. They serve as the bridge between the overarching ed-
ucational standards and the day-to-day activities in the classroom.
, D658, WGU D658
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19. Objectives serve as a crucial link between the broad educational standards
and day-to-day classroom activities, guiding educators in crafting
lessons that are both engaging and effective.
20. A well-crafted learning ob- the condition under which learning occurs, the specific behavior or
jective consists of three es- skill to be demonstrated by students, and the criterion that defines
sential components: acceptable performance levels.
21. The condition sets the stage and details the specific circumstances under which
learning occurs, including any necessary tools or resources.
22. The behavior focuses on the exact action or skill that students are expected to
display to produce observable and measurable outcomes
23. The criteria establish the benchmarks for success, clearly defining how student
achievements will be evaluated, and what the mastery level is.
24. What is the primary pur- To guide the design of curriculum and assessments that meet
pose of aligning learning predetermined educational goals
objectives with educational
standards?
25. Which of the following best They provide benchmarks for what students should learn at each
describes the role of state grade level.
standards in shaping edu-
cational content?
26. How should educators use To specify the level at which students need to perform to demon-
the criteria component of a strate mastery
learning objective?
27. Direct instruction
Study online at https://quizlet.com/_hcwt31
1. direct instruction where teachers lead lessons step-by-step
2. indirect instruction where students discover concepts independently
3. discovery/experiential emphasizing hands-on activities
learning
4. cooperative learning where they work together to achieve common goals
5. Academic standards outline what students should learn and achieve at each grade level
across various subjects.
6. National standards those from the Common Core State Standards Initiative, provide a
unified set of expectations for student learning nationwide.
7. state standards may vary but generally align with national guidelines while ad-
dressing specific local needs and priorities.
8. Educational standards function as benchmarks for student performance and are crucial
for guiding curriculum development, ensuring all students have
access to quality education.
9. District-level standards expand upon state standards by tailoring them to meet specific
district requirements and resources, ensuring that the education
provided aligns with broader educational goals and local needs.
10. scope and sequence a plan for the order and depth of skills to be taught throughout
the year. Scope refers to the topics to be covered and how deeply
to cover them, while the sequence describes the order in which
the topics are to be taught.
11. spiraling curriculum reteaching a concept multiple times throughout the year with
steadily increasing levels of rigor and depth
, D658, WGU D658
Study online at https://quizlet.com/_hcwt31
12. roles of standards, scope Standards define the learning objectives, the scope and sequence
and sequence, and spiral- map out the order and timing of instruction, and the spiraling
ing curriculum in educa- curriculum builds on this foundation by revisiting concepts with
tional planning increasing complexity.
13. State standards influence While political factors can influence state academic standards to
some extent, variations primarily stem from various educational
needs, priorities, and demographics within each state's student
population.
14. The Common Core State represent a significant development in the landscape of national
Standards (CCSS) standards. Introduced to establish clear and consistent education-
al benchmarks focusing on mathematics and English language
arts (ELA), the CCSS aim to prepare students for college, career,
and life by emphasizing critical thinking, problem-solving, and
analytical skills.
15. Which aspect of the CCSS The CCSS's emphasis on students' engagement with content
is highlighted using active through higher-order thinking processes.
verbs such as "solve," "de-
termine," and "analyze"
16. Next Generation Science introduces a three-dimensional approach to science education,
Standards (NGSS) weaving together science and engineering practices, crosscutting
concepts, and disciplinary core ideas
17. C3 Framework For Social emphasizes inquiry-based learning in social studies, which aims
Studies to prepare students for college, career, and civic life by developing
critical thinking, communication, and analytical skills.
18. Learning objectives guide students toward what they should learn and be able to
accomplish. They serve as the bridge between the overarching ed-
ucational standards and the day-to-day activities in the classroom.
, D658, WGU D658
Study online at https://quizlet.com/_hcwt31
19. Objectives serve as a crucial link between the broad educational standards
and day-to-day classroom activities, guiding educators in crafting
lessons that are both engaging and effective.
20. A well-crafted learning ob- the condition under which learning occurs, the specific behavior or
jective consists of three es- skill to be demonstrated by students, and the criterion that defines
sential components: acceptable performance levels.
21. The condition sets the stage and details the specific circumstances under which
learning occurs, including any necessary tools or resources.
22. The behavior focuses on the exact action or skill that students are expected to
display to produce observable and measurable outcomes
23. The criteria establish the benchmarks for success, clearly defining how student
achievements will be evaluated, and what the mastery level is.
24. What is the primary pur- To guide the design of curriculum and assessments that meet
pose of aligning learning predetermined educational goals
objectives with educational
standards?
25. Which of the following best They provide benchmarks for what students should learn at each
describes the role of state grade level.
standards in shaping edu-
cational content?
26. How should educators use To specify the level at which students need to perform to demon-
the criteria component of a strate mastery
learning objective?
27. Direct instruction
