WGU CQN1 TASK 1
TESTED QUESTIONS AND COMPLETE SOLUTIONS
Question 1.
Examples of methods
ANSWER
1. interlocking; The social studies department decides to implement an initiative this year to
give the curriculum and instruction equal importance in the classroom. In the past, content has
been the main emphasis, but the department decides that to effectively address the History's
Habits of Mind
(NCHE.net), instructional practices must be selected with equal importance.
2. Dualistic; The curriculum committee decides to analyze the curriculum and the instruction
used in the new reading series independently of one another.
3. Cyclical; The teachers at a local elementary school adapt the new reading and writing
curriculum using a model in which the content and instruction continuously affect each other.
For example, students visit a local zoo, select an animal of their choice, and write a research
paper on that animal. The trip, content, and instructional strategies selected by the teacher for
the project continuously inform one another.
Question 2.
goals in curriculum
ANSWER
Goals within a curriculum are the standards-based benchmarks or expectations for teaching
and learning. Most often, goals are made explicit in the form of a scope and sequence of skills
to be addressed. Goals must include the breadth and depth to which a student is expected to
learn.
Question 3.
methods in curriculum
ANSWER
the instructional decisions, approaches, procedures, and routines that teachers use to engage
all students in meaningful learning. These choices support the facilitation of learning
experiences in order to promote a student's ability to understand and apply content and skills.
Methods are differentiated to meet student needs and interests, task demands, and learning
environment. Methods are adjusted based on ongoing review of student progress towards
meeting the goals.
1/6
, Question 4.
Assessment in curriculum
ANSWER
the ongoing process of gathering information about a student's learning. This includes a
variety of ways to document what the student knows, understands, and can do with their
knowledge and skills. Information from assessment is used to make decisions about
instructional approaches, teaching materials, and academic supports needed to enhance
opportunities for the student and to guide future instruction.
Question 5.
Models of the Curriculum-Instruction Relationship
ANSWER
academic language for these models are: (a) dualistic model, (b) interlocking model, (c)
concentric model, and (d) cyclical model. Each curriculum-instruction model has its champions
who espouse it in part or in whole, and in theory or in practice.
Question 6.
null curriculum
ANSWER
- Eisner (1985, as cited in SUNY Oneonta Education Department, 2020) defined null curriculum
as information that schools do not teach:. . . the options students are not afforded, the
perspectives they may never know about, much less be able to use, the concepts and skills that
are not part of their intellectual repertoire (Eisner,1985, p. 107, as cited in SUNY Oneonta
Education Department, 2020).
- The information or skills not taught may be deliberate or unintentional. It is possible that a
teacher avoids a subject that they deem too difficult, too controversial, or too unimportant. Or
perhaps the teacher simply does not realize a concept or skill is important to the learning
goals.
2/6
TESTED QUESTIONS AND COMPLETE SOLUTIONS
Question 1.
Examples of methods
ANSWER
1. interlocking; The social studies department decides to implement an initiative this year to
give the curriculum and instruction equal importance in the classroom. In the past, content has
been the main emphasis, but the department decides that to effectively address the History's
Habits of Mind
(NCHE.net), instructional practices must be selected with equal importance.
2. Dualistic; The curriculum committee decides to analyze the curriculum and the instruction
used in the new reading series independently of one another.
3. Cyclical; The teachers at a local elementary school adapt the new reading and writing
curriculum using a model in which the content and instruction continuously affect each other.
For example, students visit a local zoo, select an animal of their choice, and write a research
paper on that animal. The trip, content, and instructional strategies selected by the teacher for
the project continuously inform one another.
Question 2.
goals in curriculum
ANSWER
Goals within a curriculum are the standards-based benchmarks or expectations for teaching
and learning. Most often, goals are made explicit in the form of a scope and sequence of skills
to be addressed. Goals must include the breadth and depth to which a student is expected to
learn.
Question 3.
methods in curriculum
ANSWER
the instructional decisions, approaches, procedures, and routines that teachers use to engage
all students in meaningful learning. These choices support the facilitation of learning
experiences in order to promote a student's ability to understand and apply content and skills.
Methods are differentiated to meet student needs and interests, task demands, and learning
environment. Methods are adjusted based on ongoing review of student progress towards
meeting the goals.
1/6
, Question 4.
Assessment in curriculum
ANSWER
the ongoing process of gathering information about a student's learning. This includes a
variety of ways to document what the student knows, understands, and can do with their
knowledge and skills. Information from assessment is used to make decisions about
instructional approaches, teaching materials, and academic supports needed to enhance
opportunities for the student and to guide future instruction.
Question 5.
Models of the Curriculum-Instruction Relationship
ANSWER
academic language for these models are: (a) dualistic model, (b) interlocking model, (c)
concentric model, and (d) cyclical model. Each curriculum-instruction model has its champions
who espouse it in part or in whole, and in theory or in practice.
Question 6.
null curriculum
ANSWER
- Eisner (1985, as cited in SUNY Oneonta Education Department, 2020) defined null curriculum
as information that schools do not teach:. . . the options students are not afforded, the
perspectives they may never know about, much less be able to use, the concepts and skills that
are not part of their intellectual repertoire (Eisner,1985, p. 107, as cited in SUNY Oneonta
Education Department, 2020).
- The information or skills not taught may be deliberate or unintentional. It is possible that a
teacher avoids a subject that they deem too difficult, too controversial, or too unimportant. Or
perhaps the teacher simply does not realize a concept or skill is important to the learning
goals.
2/6
