WGU D187 TASK 1: MASTER OF SCIENCE, CURRICULUM AND
INSTRUCTION | DIFFERENTIATED INSTRUCTION| ACCURATE
AND VERIFIED 100%| 2026 UPDATE
A. Case #305: Creating Mathematical Models, Conducting Science Experiments, and
Graphing Linear Equations:
, 1. The teacher in this video demonstrated differentiated instructional practices in the
areas of maintaining high expectations for all students, teaching for the success of all
students, and engaging in reflective practice.
Maintaining high expectations for all students: Due to the student's engagement and
behavior during the group discussion, it is evident that the teacher had set expectations
for learning and collaboration before the group started their activity. Each student
participated and contributed to the work of the group during the activity by offering
suggestions to answer the questions and to clarify each other's ideas.
Teaching for the success of all students: During the teacher’s discussion with the group,
she spent most of her time making sure that each student understood the results of the
group’s experiment. One student seemed confused by the results the group obtained,
and the teacher spent her time questioning the other group members to clarify what
they were saying.
Engaging in reflective practice: The teacher asked the students multiple times during the
discussion, “Is that reasonable” (“Log in | ATLAS”)? By doing so, she was encouraging
students to think about the answers they were coming up with so that they could be
sure that their answers made sense in the context of the problem.
2A.
INSTRUCTION | DIFFERENTIATED INSTRUCTION| ACCURATE
AND VERIFIED 100%| 2026 UPDATE
A. Case #305: Creating Mathematical Models, Conducting Science Experiments, and
Graphing Linear Equations:
, 1. The teacher in this video demonstrated differentiated instructional practices in the
areas of maintaining high expectations for all students, teaching for the success of all
students, and engaging in reflective practice.
Maintaining high expectations for all students: Due to the student's engagement and
behavior during the group discussion, it is evident that the teacher had set expectations
for learning and collaboration before the group started their activity. Each student
participated and contributed to the work of the group during the activity by offering
suggestions to answer the questions and to clarify each other's ideas.
Teaching for the success of all students: During the teacher’s discussion with the group,
she spent most of her time making sure that each student understood the results of the
group’s experiment. One student seemed confused by the results the group obtained,
and the teacher spent her time questioning the other group members to clarify what
they were saying.
Engaging in reflective practice: The teacher asked the students multiple times during the
discussion, “Is that reasonable” (“Log in | ATLAS”)? By doing so, she was encouraging
students to think about the answers they were coming up with so that they could be
sure that their answers made sense in the context of the problem.
2A.
