WGU D292 Task 1 | Ideation and Potential Solutions | 2025 Latest Update with complete
solutions.
15 July 2025
Ideation and Potential Solutions
I. Problem Statement and Learning Goals
A problem statement that exemplifies this need and that of all learner groups is that sixth
grade students at Golden Maple Middle School need to learn how to implement both a formal
and informal tone in their writing, while also using evidence from the text to support their
writing claims, in order to become proficient in their expository and argumentative writing.
A learning goal that would help address this need would be that all sixth grade students
will be able to use both formal and informal tone of voice in their writing, and utilize the text to
pull evidence to support their claims.
One learning objective that will help meet the learning goal is that students will be able to
analyze tone within a piece of writing to specify whether the tone is formal or informal. This
uses the Bloom's Taxonomy verb “analyze” which allows students to think critically about a
sample piece of writing and determine the tone of the piece. Using both technology and tactile
instruction will help support engagement and will allow students to decipher which words
support a formal expository or argumentative tone, and which support an informal tone.The
second learning objective is that students will be able to revise a piece of expository or
argumentative writing by highlighting where a piece of evidence supports a claim made within
the writing. This uses the Bloom’s Taxonomy verb “apply” by having students take the tools that
, they used to revise a sample piece, and try it on their own writing. This improves metacognition,
and helps students to understand how to apply using text evidence within their own writing.
II. Potential Solutions
Using divergent thinking, this ideation process required me to work through a graphic
organizer of ideas and potential ways that these ideas could help students reach the desired
solution. To create this graphic organizer, I used a sketch storm in a table on a Google Document
(IDEO U 2020). This helped me to see what I wanted the students to do, and how it could
potentially help the students reach the learning goal. I also believe that this process helped me to
see how the ideas were similar to one another, but how certain ones that I came up with seemed
more thought out and ultimately stronger than the others.
Below is the graphic organizer/sketch storm that I used to generate solutions during the
ideation process:
Idea Description Connection
Web Quest and Google Slides In this activity, students can This e-learning activity will
Students will review articles explore the web looking for help students to explore
found on the web from articles that exhibit both multiple different resources at
multiple sources to determine formal and informal tone. their own pace and find ones
tone. Once they find 3 articles for that help depict both formal
each tone, they can pull and informal tone. This
examples from the text to connects with the problem
support why they believe that statement, and allows for
each article is either “formal” them to prove their point with
or “informal” and present text evidence to show why
their ideas using a Google they chose formal vs.
slides presentation to the informal tone.
class.
Creative Writing In this activity, students will This utilizes both formal and
Students will watch a video start by watching a video that informal tone, and it uses text
on how to decipher tone shows them the difference evidence to help students see
words, and then begin between informal and formal the difference between a
generating various short tone. Then, working by formal and informal tone. By
solutions.
15 July 2025
Ideation and Potential Solutions
I. Problem Statement and Learning Goals
A problem statement that exemplifies this need and that of all learner groups is that sixth
grade students at Golden Maple Middle School need to learn how to implement both a formal
and informal tone in their writing, while also using evidence from the text to support their
writing claims, in order to become proficient in their expository and argumentative writing.
A learning goal that would help address this need would be that all sixth grade students
will be able to use both formal and informal tone of voice in their writing, and utilize the text to
pull evidence to support their claims.
One learning objective that will help meet the learning goal is that students will be able to
analyze tone within a piece of writing to specify whether the tone is formal or informal. This
uses the Bloom's Taxonomy verb “analyze” which allows students to think critically about a
sample piece of writing and determine the tone of the piece. Using both technology and tactile
instruction will help support engagement and will allow students to decipher which words
support a formal expository or argumentative tone, and which support an informal tone.The
second learning objective is that students will be able to revise a piece of expository or
argumentative writing by highlighting where a piece of evidence supports a claim made within
the writing. This uses the Bloom’s Taxonomy verb “apply” by having students take the tools that
, they used to revise a sample piece, and try it on their own writing. This improves metacognition,
and helps students to understand how to apply using text evidence within their own writing.
II. Potential Solutions
Using divergent thinking, this ideation process required me to work through a graphic
organizer of ideas and potential ways that these ideas could help students reach the desired
solution. To create this graphic organizer, I used a sketch storm in a table on a Google Document
(IDEO U 2020). This helped me to see what I wanted the students to do, and how it could
potentially help the students reach the learning goal. I also believe that this process helped me to
see how the ideas were similar to one another, but how certain ones that I came up with seemed
more thought out and ultimately stronger than the others.
Below is the graphic organizer/sketch storm that I used to generate solutions during the
ideation process:
Idea Description Connection
Web Quest and Google Slides In this activity, students can This e-learning activity will
Students will review articles explore the web looking for help students to explore
found on the web from articles that exhibit both multiple different resources at
multiple sources to determine formal and informal tone. their own pace and find ones
tone. Once they find 3 articles for that help depict both formal
each tone, they can pull and informal tone. This
examples from the text to connects with the problem
support why they believe that statement, and allows for
each article is either “formal” them to prove their point with
or “informal” and present text evidence to show why
their ideas using a Google they chose formal vs.
slides presentation to the informal tone.
class.
Creative Writing In this activity, students will This utilizes both formal and
Students will watch a video start by watching a video that informal tone, and it uses text
on how to decipher tone shows them the difference evidence to help students see
words, and then begin between informal and formal the difference between a
generating various short tone. Then, working by formal and informal tone. By
