WGU D187 TASK 1:
EXAMINING THE
DIFFERENTIATED
CLASSROOM MASTER OF
SCIENCE WITH VERIFIED
SOLUTIONS
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.
EXAMINING THE
DIFFERENTIATED
CLASSROOM MASTER OF
SCIENCE WITH VERIFIED
SOLUTIONS
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.
