1
WGU D172 TASK 3 ENHANCING STUDENT LEARNING THROUGH CLASSROOM ENGAGEMENT
|WITH COMPLETE SOLUTIONS
D172 Task 3
Determining Impact on Learners
1. (1) Video #1, Case #120, Using Stock Market Simulations to Work with Fractions and Decimals: This
video takes place in the setting of a 6th grade gifted education classroom. The Video begins during a math
lesson taking place where the class is arranged into small groups of 4-5 students per table. The first thing
we see is the students’ discussing fractions within their groups. They are discussing if the practice
fractions are repeating when converted into their decimal form or terminating. During which, the
teacher is seen rotating around the groups asking questions and engaging the students with the content.
Once the students are done with their group work, the teacher leads a class discussion reviewing the
lesson.
(2) Video #2, Case #42, Developing U.S. History Content Vocabulary: This Video takes place in the
setting of a 5th grade English Language Development Classroom. The students are arranged into small
groups at 4 tables. The students are taking part in a lesson on the Revolutionary War and learning
relevant vocabulary to the topic. To learn the vocabulary, each small group has been given a topic word
to create posters about. They are expected to define, describe, and give examples of their specific word.
During the group work, the teacher is circulating around the different groups checking for understanding
of the vocabulary words and reminding the students to follow the directions to complete the poster.
(3) Video #4, Case #151, Analyzing, Interpreting, and Judging Artworks Produced by the Works
Progress Administration: This Video takes place in the setting of a 5th grade art room with the students
arranged in table groups of 2-4 students. The groups have each been given a piece of artwork and are
asked to analyze and interpret the piece by answering the given questions. The teacher can be seen
rotating throughout the groups to check for understanding, ask questions to help engage the students,
and answer any concerns the students may have about the analysis.
2a. (1) In Video #1, the high-level practice of eliciting and interpreting individual students’ thinking
throughout the lesson is being demonstrated by the teacher. This can be seen while she is rotating
among the small groups to ask the students questions about the material being covered. At one group, a
student explains how certain fractions may become repeating decimals, while others are termination- to
which the teacher then helps the group write an assumption based on their thinking. The teacher can
also be seen repeating another group’s findings back to them and asking questions that elicit and engage
the students further in their work.
(2) The high-level practice demonstrated in Video #2 is checking the students’ understanding during the
lesson. This can be seen as the teacher moves throughout the small groups, checking in with each
student and having them share their understanding of the vocabulary word. While the students share
their thoughts, the teacher checks for proper understanding and asks questions to help the students out.
For example, if a student appeared to be “stuck,” she would ask them leading questions that help them
relate the vocabulary word to something they have personally seen, heard, or read.
(3) In Video #4, the use of high-level practice of providing oral feedback during the lesson is being
demonstrated by the teacher. During the small group work, the teacher is moving throughout the
groups. He checks in with the students by asking them to go over their responses to a question and then
provides them with oral feedback that allows them to finish the answer. The oral feedback he provides
consists of pointing out relevant information about the artwork the students are examining, asking
leading questions, and reviewing vocabulary. The provided oral feedback helps to keep the students
thoroughly engaged in the lesson.
WGU D172 TASK 3 ENHANCING STUDENT LEARNING THROUGH CLASSROOM ENGAGEMENT
|WITH COMPLETE SOLUTIONS
D172 Task 3
Determining Impact on Learners
1. (1) Video #1, Case #120, Using Stock Market Simulations to Work with Fractions and Decimals: This
video takes place in the setting of a 6th grade gifted education classroom. The Video begins during a math
lesson taking place where the class is arranged into small groups of 4-5 students per table. The first thing
we see is the students’ discussing fractions within their groups. They are discussing if the practice
fractions are repeating when converted into their decimal form or terminating. During which, the
teacher is seen rotating around the groups asking questions and engaging the students with the content.
Once the students are done with their group work, the teacher leads a class discussion reviewing the
lesson.
(2) Video #2, Case #42, Developing U.S. History Content Vocabulary: This Video takes place in the
setting of a 5th grade English Language Development Classroom. The students are arranged into small
groups at 4 tables. The students are taking part in a lesson on the Revolutionary War and learning
relevant vocabulary to the topic. To learn the vocabulary, each small group has been given a topic word
to create posters about. They are expected to define, describe, and give examples of their specific word.
During the group work, the teacher is circulating around the different groups checking for understanding
of the vocabulary words and reminding the students to follow the directions to complete the poster.
(3) Video #4, Case #151, Analyzing, Interpreting, and Judging Artworks Produced by the Works
Progress Administration: This Video takes place in the setting of a 5th grade art room with the students
arranged in table groups of 2-4 students. The groups have each been given a piece of artwork and are
asked to analyze and interpret the piece by answering the given questions. The teacher can be seen
rotating throughout the groups to check for understanding, ask questions to help engage the students,
and answer any concerns the students may have about the analysis.
2a. (1) In Video #1, the high-level practice of eliciting and interpreting individual students’ thinking
throughout the lesson is being demonstrated by the teacher. This can be seen while she is rotating
among the small groups to ask the students questions about the material being covered. At one group, a
student explains how certain fractions may become repeating decimals, while others are termination- to
which the teacher then helps the group write an assumption based on their thinking. The teacher can
also be seen repeating another group’s findings back to them and asking questions that elicit and engage
the students further in their work.
(2) The high-level practice demonstrated in Video #2 is checking the students’ understanding during the
lesson. This can be seen as the teacher moves throughout the small groups, checking in with each
student and having them share their understanding of the vocabulary word. While the students share
their thoughts, the teacher checks for proper understanding and asks questions to help the students out.
For example, if a student appeared to be “stuck,” she would ask them leading questions that help them
relate the vocabulary word to something they have personally seen, heard, or read.
(3) In Video #4, the use of high-level practice of providing oral feedback during the lesson is being
demonstrated by the teacher. During the small group work, the teacher is moving throughout the
groups. He checks in with the students by asking them to go over their responses to a question and then
provides them with oral feedback that allows them to finish the answer. The oral feedback he provides
consists of pointing out relevant information about the artwork the students are examining, asking
leading questions, and reviewing vocabulary. The provided oral feedback helps to keep the students
thoroughly engaged in the lesson.
