lOMoAR cPSD| 63316909
5/16/25, 7:43 PM WGU Performance Assessment
ENN1 — ENN1 TASK 1: SCENARIO-BASED INSTRUCTIONAL TECHNIQUES
LEARNERS AND LEARNING SCIENCE — D664 PRFA — ENN1
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
2047.2.8 : Recommends Instructional Techniques
The learner recommends instructional techniques based on principles of learning science that will positively impact
learning.
INTRODUCTION
As an educator, it is important that you can evaluate a classroom teaching scenario, choose an appropriate
instructional technique, and tie that to an associated principle of learning science. You will then use your knowledge
of the science of learning to justify the instructional technique, with the goal that student learning is impacted
positively.
SCENARIO
1. In a kindergarten math class, students are learning about addition and subtraction. However, somestudents are
struggling to grasp the concept of basic addition. They are having difficulty understanding that adding means putting
together and that subtraction means taking away. The teacher notices that these students are getting frustrated with
flashcards and worksheets about the concepts.
2. During one school year, a middle school science teacher covers the basics of astronomy, meteorology,geology,
and oceanography. At the end of the year, his students must show their comprehension of how all four systems
interact to represent the processes of earth science. Students are struggling to make connections between the
disciplines and are focusing instead on memorizing facts for each system. The teacher is looking for a method to
encourage connection-making and move students away from memorizing.
3. A high school English teacher gave direct instruction to her students about haikus, sonnets, and free versepoems.
Based on the formative assessment given by the teacher, many students seem as though they have not learned that
poem types have different characteristics, such as syllable counts, rhyming schemes, or variations in the use of
stanzas, lines, and line breaks. The teacher is looking for a method other than direct instruction to reteach the
material quickly and effectively to these students.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most
performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly
encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic
5/16/25, 7:43 PM WGU Performance Assessment
ENN1 — ENN1 TASK 1: SCENARIO-BASED INSTRUCTIONAL TECHNIQUES
LEARNERS AND LEARNING SCIENCE — D664 PRFA — ENN1
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
2047.2.8 : Recommends Instructional Techniques
The learner recommends instructional techniques based on principles of learning science that will positively impact
learning.
INTRODUCTION
As an educator, it is important that you can evaluate a classroom teaching scenario, choose an appropriate
instructional technique, and tie that to an associated principle of learning science. You will then use your knowledge
of the science of learning to justify the instructional technique, with the goal that student learning is impacted
positively.
SCENARIO
1. In a kindergarten math class, students are learning about addition and subtraction. However, somestudents are
struggling to grasp the concept of basic addition. They are having difficulty understanding that adding means putting
together and that subtraction means taking away. The teacher notices that these students are getting frustrated with
flashcards and worksheets about the concepts.
2. During one school year, a middle school science teacher covers the basics of astronomy, meteorology,geology,
and oceanography. At the end of the year, his students must show their comprehension of how all four systems
interact to represent the processes of earth science. Students are struggling to make connections between the
disciplines and are focusing instead on memorizing facts for each system. The teacher is looking for a method to
encourage connection-making and move students away from memorizing.
3. A high school English teacher gave direct instruction to her students about haikus, sonnets, and free versepoems.
Based on the formative assessment given by the teacher, many students seem as though they have not learned that
poem types have different characteristics, such as syllable counts, rhyming schemes, or variations in the use of
stanzas, lines, and line breaks. The teacher is looking for a method other than direct instruction to reteach the
material quickly and effectively to these students.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most
performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly
encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic
