WGU D187 TASK 1 | ACCURATE AND VERIFIED | 2026 UPDATE
Introduction
In the video Deepening Understanding of Fungi Through Scientific Discourse (Case
Number: 1066), the teacher demonstrates several intentional approaches to differentiation in her
Life Science class of twenty-four students during a lesson on fungi. The teacher supported
student focus by assigning half the class to research the helpful uses of fungi while the other half
researched the harmful uses. Once completed, the students discussed in a think-pair-share format
so each student could contribute. The teacher effectively differentiated throughout this process
by alternating between whole-class discussions and partner work. This supported students who
felt confident sharing in front of the class, as well as those who felt more reluctant to do so. The
teacher helped students remain focused through targeted questioning and the deliberate inclusion
of students with 504 plans and IEPs. This decision supported these students in reaching their
personal goals with participation and communication. This case demonstrates that it is possible
to maintain high expectations for all students, keep them engaged in learning, and support them
in completing appropriately challenging tasks while ensuring equitable access through the
effective implementation of differentiated grouping, questioning, and task design.
A1. Engaged All Students in Learning
From the very beginning of the lesson, the teacher draws the student in by making their
investigation into mold relatable and personal, asking whether it is safe to consume a food
product with a small amount of mold on it, provided the mold is removed. This is a question that
every student has likely asked themselves when they go to make fourth-meal nachos or toast in
the morning, only to discover that a few discolored spots of mold have seemingly grown
overnight. Paolo Freire would recognize this as a thematic investigation into students' lived
realities through the design of a curriculum that clearly relates to real experiences (Freire, 1970).
, 2
Rather than depositing information about fungi, the teacher differentiates access to the discussion
itself. Every student, regardless of ability level or background knowledge, arrives at this question
with something to contribute, which promotes equity and inclusion. This problem-posing method
quickly connects to her students' prior knowledge and experiences, and their curiosity and beliefs
drive them to share their opinions and engage with the lesson.
The teacher differentiates this method of engagement through think-pair-share and
full-class discussion. Think-pair-share serves as a useful scaffolding tool to prepare students to
discuss topics confidently, even if a student struggles to speak during whole-class discussions. In
a think-pair-share activity, students can practice conversing about what they have learned with a
smaller audience and receive feedback in a low-stakes setting. Once they have completed this
discussion, they can share their knowledge with the rest of the class more easily because they
have rehearsed it and applied the feedback they received. This differentiation ensures that the
curriculum reflects multiple ways of knowing rather than a single authoritative perspective
(Sparapani & Perez, 2015).
A1. Maintaining High Expectations for All Students
Rather than utilizing the banking method of education, in which the teacher deposits
information into passive minds (Freire, 1970), the teacher expects that every student has the
capacity to respond to and learn from answering difficult questions. For example, she asks, “Why
do you think that fungi make[s] antibiotics?” This question requires students to draw on their
prior knowledge of fungi and relate it to their understanding of bacteria and illnesses. This
expectation of rigorous thinking extends to every student in the class. As she receives answers
from the students, she does not provide an answer; instead, she heightens each question, clearly
Introduction
In the video Deepening Understanding of Fungi Through Scientific Discourse (Case
Number: 1066), the teacher demonstrates several intentional approaches to differentiation in her
Life Science class of twenty-four students during a lesson on fungi. The teacher supported
student focus by assigning half the class to research the helpful uses of fungi while the other half
researched the harmful uses. Once completed, the students discussed in a think-pair-share format
so each student could contribute. The teacher effectively differentiated throughout this process
by alternating between whole-class discussions and partner work. This supported students who
felt confident sharing in front of the class, as well as those who felt more reluctant to do so. The
teacher helped students remain focused through targeted questioning and the deliberate inclusion
of students with 504 plans and IEPs. This decision supported these students in reaching their
personal goals with participation and communication. This case demonstrates that it is possible
to maintain high expectations for all students, keep them engaged in learning, and support them
in completing appropriately challenging tasks while ensuring equitable access through the
effective implementation of differentiated grouping, questioning, and task design.
A1. Engaged All Students in Learning
From the very beginning of the lesson, the teacher draws the student in by making their
investigation into mold relatable and personal, asking whether it is safe to consume a food
product with a small amount of mold on it, provided the mold is removed. This is a question that
every student has likely asked themselves when they go to make fourth-meal nachos or toast in
the morning, only to discover that a few discolored spots of mold have seemingly grown
overnight. Paolo Freire would recognize this as a thematic investigation into students' lived
realities through the design of a curriculum that clearly relates to real experiences (Freire, 1970).
, 2
Rather than depositing information about fungi, the teacher differentiates access to the discussion
itself. Every student, regardless of ability level or background knowledge, arrives at this question
with something to contribute, which promotes equity and inclusion. This problem-posing method
quickly connects to her students' prior knowledge and experiences, and their curiosity and beliefs
drive them to share their opinions and engage with the lesson.
The teacher differentiates this method of engagement through think-pair-share and
full-class discussion. Think-pair-share serves as a useful scaffolding tool to prepare students to
discuss topics confidently, even if a student struggles to speak during whole-class discussions. In
a think-pair-share activity, students can practice conversing about what they have learned with a
smaller audience and receive feedback in a low-stakes setting. Once they have completed this
discussion, they can share their knowledge with the rest of the class more easily because they
have rehearsed it and applied the feedback they received. This differentiation ensures that the
curriculum reflects multiple ways of knowing rather than a single authoritative perspective
(Sparapani & Perez, 2015).
A1. Maintaining High Expectations for All Students
Rather than utilizing the banking method of education, in which the teacher deposits
information into passive minds (Freire, 1970), the teacher expects that every student has the
capacity to respond to and learn from answering difficult questions. For example, she asks, “Why
do you think that fungi make[s] antibiotics?” This question requires students to draw on their
prior knowledge of fungi and relate it to their understanding of bacteria and illnesses. This
expectation of rigorous thinking extends to every student in the class. As she receives answers
from the students, she does not provide an answer; instead, she heightens each question, clearly
