D658, WGU D658
1. direct instruction
*Answer√√ where teachers lead lessons step-by-step
2. indirect instruction
*Answer√√ where students discover concepts independently
3. discovery/experiential learning
*Answer√√ emphasizing hands-on activities
4. cooperative learning
*Answer√√ where they work together to achieve common goals
5. Academic standards
*Answer√√ outline what students should learn and achieve at each grade level across various subjects.
6. National standards
*Answer√√ those from the Common Core State Standards Initiative, provide a unified set of
expectations for student learning nationwide.
7. state standards
,*Answer√√ may vary but generally align with national guidelines while addressing specific local needs and
priorities.
8. Educational standards
*Answer√√ function as benchmarks for student performance and are crucial for guiding curriculum
development, ensuring all students have access to quality education.
9. District-level standards*Answer√√ expand upon state standards by tailoring them to meet specific
district re-quirements and resources, ensuring that the education provided aligns with broader educational goals
and local needs.
10. scope and sequence
*Answer√√ a plan for the order and depth of skills to be taught throughout the year. Scope refers to the
topics to be covered and how deeply to cover them, while the sequence describes the order in which the topics
are to be taught.
11. spiraling curriculum
*Answer√√ reteaching a concept multiple times throughout the year with steadily increasing levels of
rigor and depth
,12. roles of standards, scope and sequence, and spiraling curriculum in educa-
tional planning
*Answer√√ Standards define the learning objectives, the scope and sequence map out the order and
timing of instruction, and the spiraling curriculum builds on this foundation by revisiting concepts with increasing
complexity.
13. State standards influence*Answer√√ While political factors can influence state academic standards
to some extent, variations primarily stem from various educational needs, priorities, and demographics within
each state's student population.
14. The Common Core State Standards (CCSS)
*Answer√√ represent a significant development in the landscape of national standards. Introduced to
establish clear and consistent educational benchmarks focusing on mathematics and English language arts (ELA),
the CCSS aim to prepare students for college, career, and life by emphasizing critical thinking, problem-solving,
and analytical skills.
, 15. Which aspect of the CCSS is highlighted using active verbs such as "solve,"
"determine," and "analyze"
*Answer√√ The CCSS's emphasis on students' engagement with content through higher-order thinking
processes.
16. Next Generation Science Standards (NGSS)
*Answer√√ introduces a three-dimensional approach to science education, weaving together science
and engineering practices, crosscutting concepts, and disciplinary core ideas
17. C3 Framework For Social Studies
*Answer√√ emphasizes inquiry-based learning in social studies, which aims to prepare students for
college, career, and civic life by developing critical thinking, communication, and analytical skills.
18. Learning objectives
*Answer√√ guide students toward what they should learn and be able to accomplish. They serve as the
bridge between the overarching educational standards and the day-to-day activities in the classroom.
19. Objectives
*Answer√√ serve as a crucial link between the broad educational standards and day-to-day classroom
1. direct instruction
*Answer√√ where teachers lead lessons step-by-step
2. indirect instruction
*Answer√√ where students discover concepts independently
3. discovery/experiential learning
*Answer√√ emphasizing hands-on activities
4. cooperative learning
*Answer√√ where they work together to achieve common goals
5. Academic standards
*Answer√√ outline what students should learn and achieve at each grade level across various subjects.
6. National standards
*Answer√√ those from the Common Core State Standards Initiative, provide a unified set of
expectations for student learning nationwide.
7. state standards
,*Answer√√ may vary but generally align with national guidelines while addressing specific local needs and
priorities.
8. Educational standards
*Answer√√ function as benchmarks for student performance and are crucial for guiding curriculum
development, ensuring all students have access to quality education.
9. District-level standards*Answer√√ expand upon state standards by tailoring them to meet specific
district re-quirements and resources, ensuring that the education provided aligns with broader educational goals
and local needs.
10. scope and sequence
*Answer√√ a plan for the order and depth of skills to be taught throughout the year. Scope refers to the
topics to be covered and how deeply to cover them, while the sequence describes the order in which the topics
are to be taught.
11. spiraling curriculum
*Answer√√ reteaching a concept multiple times throughout the year with steadily increasing levels of
rigor and depth
,12. roles of standards, scope and sequence, and spiraling curriculum in educa-
tional planning
*Answer√√ Standards define the learning objectives, the scope and sequence map out the order and
timing of instruction, and the spiraling curriculum builds on this foundation by revisiting concepts with increasing
complexity.
13. State standards influence*Answer√√ While political factors can influence state academic standards
to some extent, variations primarily stem from various educational needs, priorities, and demographics within
each state's student population.
14. The Common Core State Standards (CCSS)
*Answer√√ represent a significant development in the landscape of national standards. Introduced to
establish clear and consistent educational benchmarks focusing on mathematics and English language arts (ELA),
the CCSS aim to prepare students for college, career, and life by emphasizing critical thinking, problem-solving,
and analytical skills.
, 15. Which aspect of the CCSS is highlighted using active verbs such as "solve,"
"determine," and "analyze"
*Answer√√ The CCSS's emphasis on students' engagement with content through higher-order thinking
processes.
16. Next Generation Science Standards (NGSS)
*Answer√√ introduces a three-dimensional approach to science education, weaving together science
and engineering practices, crosscutting concepts, and disciplinary core ideas
17. C3 Framework For Social Studies
*Answer√√ emphasizes inquiry-based learning in social studies, which aims to prepare students for
college, career, and civic life by developing critical thinking, communication, and analytical skills.
18. Learning objectives
*Answer√√ guide students toward what they should learn and be able to accomplish. They serve as the
bridge between the overarching educational standards and the day-to-day activities in the classroom.
19. Objectives
*Answer√√ serve as a crucial link between the broad educational standards and day-to-day classroom
