WGU D186 TEST REVIEW UPDATED ACTUAL QUESTIONS
AND CORRECT ANSWERS
Question:
1. How does research from cognitive science inform instructional design?
Answer:
It helps identify how students process and retain new information.
Question:
2. Which idea is most closely associated with Vygotsky's contributions to learning science?
Answer:
Social interaction plays a critical role in cognitive development.
Question:
3. What is a key difference between Piaget's and Skinner's views on learning?
Answer:
Piaget emphasized cognitive development; Skinner emphasized observable behavior.
Question:
4. Which cognitive process describes how new information is stored in memory for later use?
Encoding Scaffolding Dual coding Retrieval practice
Answer:
Encoding
Question:
5. Which cognitive concept explains how prior knowledge affects new learning?
Cognitive load Schema theory Encoding Metacognition
Answer:
Schema Theory
Question:
6. What is the primary purpose of scaffolding in instruction?
To limit how much students interact with peers To reduce lesson content for easier instruction To support
students as they build independent skills To check student readiness before starting a task
Answer:
To support students as they build independent skills
Question:
7. Why is managing cognitive load important in instruction?
It reduces the need for visual aids. It prevents overwhelming students' working memory. It allows students
to multitask more efficiently. It increases the number of tasks students complete.
Answer:
It prevents overwhelming students' working memory.
, Question:
8. What is the role of worked examples in supporting understanding?
To model step-by-step approaches before independent practice To assess prior knowledge through quizzes
To encourage students to solve problems on their own To replace active learning strategies
Answer:
To model step-by-step approaches before independent practice
Question:
9. A group of students is struggling to understand a complex math concept involving multiple steps. Which
instructional strategy would support their understanding?
Providing worked examples followed by guided practice Asking students to memorize the procedure
Having students guess steps in pairs Assigning independent practice immediately
Answer:
Providing worked examples followed by guided practice
Question:
10. A teacher notices that students are struggling to organize their thoughts while writing argumentative
essays. Which approach would help them develop stronger structure?
Asking students to revise peer essays without support Assigning silent reading on persuasive writing
Guiding students through sentence starters and outlines Letting students write freely without planning
Answer:
Guiding students through sentence starters and outlines
Question:
11. In a group discussion activity, a teacher wants students to deepen their understanding of a new social
studies topic. Which strategy supports this goal?
Assigning a worksheet for students to complete independently Encouraging students to share and justify
their thinking with peers Asking students to passively copy notes from the board Having students listen to
a podcast without taking notes
Answer:
Encouraging students to share and justify their thinking with peers
Question:
12. A unit goal is to solve simple mathematical equations using three different strategies. The teacher
presents the first strategy and students practice it. On the second day, the teacher presents the second
strategy but has students practice using both strategies. On the third day, the teacher presents the third
strategy but has students practice using the second and third strategies. On the fourth day, the teacher has
the students practice using the first and third strategies.
Retrieval practice Spacing presentation and practice Varying and interleaving
Answer:
Varying and interleaving
Question:
13. A unit goal is that students will order events in a fictional story based on historical facts. The teacher
has the students first read the story and create a timeline of what they remember. For the next two weeks,
the teacher plans times for the students to reread portions of the story and review their timeline.
Retrieval practice Spacing presentation and practice Varying and interleaving
AND CORRECT ANSWERS
Question:
1. How does research from cognitive science inform instructional design?
Answer:
It helps identify how students process and retain new information.
Question:
2. Which idea is most closely associated with Vygotsky's contributions to learning science?
Answer:
Social interaction plays a critical role in cognitive development.
Question:
3. What is a key difference between Piaget's and Skinner's views on learning?
Answer:
Piaget emphasized cognitive development; Skinner emphasized observable behavior.
Question:
4. Which cognitive process describes how new information is stored in memory for later use?
Encoding Scaffolding Dual coding Retrieval practice
Answer:
Encoding
Question:
5. Which cognitive concept explains how prior knowledge affects new learning?
Cognitive load Schema theory Encoding Metacognition
Answer:
Schema Theory
Question:
6. What is the primary purpose of scaffolding in instruction?
To limit how much students interact with peers To reduce lesson content for easier instruction To support
students as they build independent skills To check student readiness before starting a task
Answer:
To support students as they build independent skills
Question:
7. Why is managing cognitive load important in instruction?
It reduces the need for visual aids. It prevents overwhelming students' working memory. It allows students
to multitask more efficiently. It increases the number of tasks students complete.
Answer:
It prevents overwhelming students' working memory.
, Question:
8. What is the role of worked examples in supporting understanding?
To model step-by-step approaches before independent practice To assess prior knowledge through quizzes
To encourage students to solve problems on their own To replace active learning strategies
Answer:
To model step-by-step approaches before independent practice
Question:
9. A group of students is struggling to understand a complex math concept involving multiple steps. Which
instructional strategy would support their understanding?
Providing worked examples followed by guided practice Asking students to memorize the procedure
Having students guess steps in pairs Assigning independent practice immediately
Answer:
Providing worked examples followed by guided practice
Question:
10. A teacher notices that students are struggling to organize their thoughts while writing argumentative
essays. Which approach would help them develop stronger structure?
Asking students to revise peer essays without support Assigning silent reading on persuasive writing
Guiding students through sentence starters and outlines Letting students write freely without planning
Answer:
Guiding students through sentence starters and outlines
Question:
11. In a group discussion activity, a teacher wants students to deepen their understanding of a new social
studies topic. Which strategy supports this goal?
Assigning a worksheet for students to complete independently Encouraging students to share and justify
their thinking with peers Asking students to passively copy notes from the board Having students listen to
a podcast without taking notes
Answer:
Encouraging students to share and justify their thinking with peers
Question:
12. A unit goal is to solve simple mathematical equations using three different strategies. The teacher
presents the first strategy and students practice it. On the second day, the teacher presents the second
strategy but has students practice using both strategies. On the third day, the teacher presents the third
strategy but has students practice using the second and third strategies. On the fourth day, the teacher has
the students practice using the first and third strategies.
Retrieval practice Spacing presentation and practice Varying and interleaving
Answer:
Varying and interleaving
Question:
13. A unit goal is that students will order events in a fictional story based on historical facts. The teacher
has the students first read the story and create a timeline of what they remember. For the next two weeks,
the teacher plans times for the students to reread portions of the story and review their timeline.
Retrieval practice Spacing presentation and practice Varying and interleaving
