WGU D292 Task 1 Passed First Attempt | Complete Performance Assessment | Learning Experience Design Foundations II | latest 2026

A1. Target Learners and Instructional Setting I chose the K-12 case study that talks about Golden Maple Middle School. Golden Maple Middle School is one of three different middle schools in the district. It includes grades 6, 7, and 8 and has been around for 18 years. Students generally score in the upper 70% of other state schools in standardized testing. Golden Middle School assigns each student a learning device with access to the internet, and about 85% of the district has access to the internet at home. The student-to teacher ratio is 21:1. 59 students attend sixth grade at Golden Maple Middle School. A large portion of learners who attend have stated that they tend to enjoy learning more when they are able to learn through multiple modalities, are given choices, can collaborate with peers, and learning that is relevant to their own personal lives and experiences. The students have also shared that they often lose focus during teacher-led instruction that doesn’t involve engaging material or hands-on learning. Students have also stated they like to work at their own pace and in an environment where they feel safe (2025, Golden Maple Middle School). A2. Instructional Problem that can be solved with Instruction/Training An instructional problem that can be solved with instruction and training is the 6th-grade students' improvement on their test scores in science by developing their knowledge on how muscles and bones work together to create movement. A3. Current State of Knowledge, Skills, Abilities 26% of 6th-graders at Golden Maple Middle School scored “below grade level” in science on the standardized tests. This is 2% lower than the district average, and 3% lower than the state average for below grade level scores. A3. Desired State of Knowledge, Skills, and Abilities The desired goal would be for 80% of all 6th-grade students at Golden Maple Middle School to be considered “at” or “above” grade level on the science standardized tests. A3. Gaps Between Current and Desired States Looking at the desired state compared to the current state, 20% or less of the Golden Maple 6th grade students should be below grade level. Their percentage is 28%, so that is an 8% difference between where they are vs. where we want them to be. A4. Actionable Problem Statement 6th-grade students at Golden Maple Middle School need to improve their knowledge of how muscles and bones work together to create movement to help raise their proficiency levels by 8% and have 80% of the class considered “at” or “above” grade level in science. B. Observable Learning Goal Students will be able to identify joints, tendons, muscles, and bones, and be able to explain how muscles and bones work together to create movement. C. Learning Objectives 1. Students will be able to identify joints, tendons, muscles, and bones when looking at a diagram of the human body. 2. Students will be able to explain how muscles and bones work together to create movement. In learning objective number 1, I used the remember level of Bloom’s Taxonomy. The learning objective requires learners to identify joints, tendons, muscles, and bones. Identifying these parts of the body will help students understand how muscles and bones work together to create movement, which leads me to objective 2. In objective 2, students will apply the Understand level of Bloom’s Taxonomy. Students can use their knowledge of joints, tendons, muscles, and bones to explain how muscles and bones work together to create movements. Thus, the levels will build on each other.