1
WGU D186—Learning as a Science Task 1 |Latest Update
with Complete Solution
Task 1: Creating a Supportive Learning Environment
Kelly Pagnac
Masters of Science, Curriculum & Instruction, Western Govenors University
D186—Learning as a Science
Professor Alysha Mendez
March 15, 2025
A...Classroom..Atmosphere..Learn
er..Expectations
One..important..factor..in..creating..a..culturally..responsive..classroom..is..having..high..expe
ctations..for..every..student...I..would..demonstrate..that..I..hold..all..students..to..the..same..high..expec
tations..by..establishing..clear..class..standards..at..the..start..of..each..semester...I..would..make..sure..all.
.learners..are..aware..of..and..understand..the..class..expectations..and..have..them..posted..in..my..class
room..for..periodic..review..throughout..the..semester...I..must..continue..to..hold..all..students..to..the..s
ame..high..standards,..“regardless..of..the..students’..current..academic..performance”..(Krasnoff,..20
16,..p...4)..so..all..students,..at..every..moment..in..their..educational..career,..are..given..the..same..oppo
rtunities..to..achieve...Teacher..expectations..“affect..students’..attitudes..and..motivation”..(Krasnoff
, 2
,..2016,..p...4),..and..if..I..want..students..to..be..engaged..and..view..my..class..positively,..I..need..to..bel
ieve..that..each..of..them..can..achieve..at..the..same..high..level.
I..know..my..classroom..will..be..made..up..of..diverse..learners..who..come..from..different..ba
ckgrounds..and..ethnicities..and..have..a..variety..of..strengths..and..needs...To..help..students..achieve..
at..the..same..high..level,..some..students..may..need..learning..supports..like..scaffolded..instruction,..
more..visual..aids,..graphic..organizers..or..a..peer..support..who..can..translate..or..help..clarify..inform
ation..(Krasnoff,..2016,..p...5)...I..currently..have..a..class..with..several..English..Language..Learners..(
ELL),..and..I..have..seen..lots..of..academic..success..with..these..students..when..I..include..lots..of..visu
als..on..handouts,..use..clarifying..questions,..and..seat..ELL..students..next..to..another..student..who..s
peaks..their..home..language..but..is..more..advanced..in..their..English..Language..Development.
Another..aspect..of..a..culturally..responsive..classroom..is..creating..a..safe..and..inclusive..le
arning..space..for..students,..so..they..feel..valued..and..represented...I..would..include..culturally..rele
vant..content..in..my..lessons..and..create..visual..aids..and..bulletin..boards..that..reflect..the..cultural..
backgrounds..of..my..students..(Muñiz,..2020,..p.6).. . Addressing..every..student..by..their..correct..na
me..and..trying..to..learn..about..their..cultural..background,..strengths..and..history..will..also..help..st
udents..feel..welcome..and..at..ease..in..my..classroom...I..will..make..accommodations..to..support..di
verse..learners..and..make..every..effort..to..not..favor..students..who..grasp..concepts..quickly..or..disp
lay..values..or..cultural..norms..that..are..similar..to..mine..(Krasnoff,..2016,..p...4)...According..to..Muñi
z,..“all..students..can..meet..high..expectations..if..given..proper..support..and..scaffolds,..regardless..o
f..their..identity..or..past..performance”..(2020,..p...9).
Emotional..Safety
Emotional..safety..is..a..key..factor..in..schools..and..classrooms...If..students..don’t..feel..safe..a
nd..relaxed,..they..will..not..be..able..to..engage..and..learn...I..will..foster..emotional..safety..in..my..clas
sroom..by..building..strong..and..meaningful..relationships..with..students..and..families...This..will..in
clude..building..trust..with..students..through..supportive..actions..like..asking..how..they..are,..pronou
ncing..their..names..correctly,..regularly..acknowledging..student..effort..and..accomplishments,..and.
, 3
.being..aware..of..students’..cultural..identities..and..backgrounds..(Krasnoff..2016,..p...4)...Building..tr
ust..and..emotional..safety..in..my..classroom..will..also..require..me..to..know..the..diverse..learning..n
eeds..and..strengths..of..my..students..and..any..unique..challenges..that..are..occurring..both..in..and..o
ut..of..school..(Ondrasek..and..Flook,..2020)...I..will..need..to..provide..learning..supports..and..scaffol
ding..for..some..students..so..they..stay..engaged..and..feel..safe..and..confident..to..take..academic..risks
..(Muñiz,..2020..p...9).
At..the..middle..school..where..I..currently..teach,..our..staff..works..to..create..a..school..enviro
nment..that..is..safe,..calm,..and..predictable...They..way..I..enforce..this..inside..my..classroom..is..by..s
etting..expectations..that..include..zero..tolerance..of..bullying,..fostering..community..and..peer..supp
ort..through..class..conversations..and..student..groupings,..modeling..proactive..response..to..bias..an
d..intolerance..(Muñiz,..2020..p...10),..and..ensuring..that..every..voice..and..opinion..is..equally..valua
ble...When..I..witness..microaggressions..or..hurtful..comments,..I..address..the..behaviors..right..away
—either..in..a..private..conversation..or..as..a..teachable..moment..with..the..whole..class—
and..then..work..to..bring..restoration..and..repair..to..the..individual..who..was..targeted..or..harmed.
Physical..Safety
Arranging..my..classroom..to..foster..discussion..(Krassnoff..2016,..p...4)..and..discourage..h
ierarchy..is..one..way..I..use..physical..space..in..my..classroom..to..promote..community..and..safety.
..The..seats..in..my..classroom..are..set..up..in..two..ovals..positioned..side..by..side...This..allows..for..
more..proximal..equity..because..I..am..easily..able..to..walk..around..and..through..the..ovals..to..help.
.and..check-
in..with..students..during..work..time...This..seating..arrangement..also..promotes..positive..relations
hips..among..students..because..they..are..both..facing..and..sitting..shoulder-to-
shoulder..with..several..peers...This..allows..for..easy..conversations..and..fellowship..and..often..res
ults..in..peers..helping..each..other..(Krasnoff,..2016,..p...4).
Another..way..I..use..the..physical..environment..to..promote..safety..is..by..making..my..classr
oom..a..welcoming..and..calm..space...I..have..fabric..panels..on..the..walls..that..reflect..some..of..the..di
WGU D186—Learning as a Science Task 1 |Latest Update
with Complete Solution
Task 1: Creating a Supportive Learning Environment
Kelly Pagnac
Masters of Science, Curriculum & Instruction, Western Govenors University
D186—Learning as a Science
Professor Alysha Mendez
March 15, 2025
A...Classroom..Atmosphere..Learn
er..Expectations
One..important..factor..in..creating..a..culturally..responsive..classroom..is..having..high..expe
ctations..for..every..student...I..would..demonstrate..that..I..hold..all..students..to..the..same..high..expec
tations..by..establishing..clear..class..standards..at..the..start..of..each..semester...I..would..make..sure..all.
.learners..are..aware..of..and..understand..the..class..expectations..and..have..them..posted..in..my..class
room..for..periodic..review..throughout..the..semester...I..must..continue..to..hold..all..students..to..the..s
ame..high..standards,..“regardless..of..the..students’..current..academic..performance”..(Krasnoff,..20
16,..p...4)..so..all..students,..at..every..moment..in..their..educational..career,..are..given..the..same..oppo
rtunities..to..achieve...Teacher..expectations..“affect..students’..attitudes..and..motivation”..(Krasnoff
, 2
,..2016,..p...4),..and..if..I..want..students..to..be..engaged..and..view..my..class..positively,..I..need..to..bel
ieve..that..each..of..them..can..achieve..at..the..same..high..level.
I..know..my..classroom..will..be..made..up..of..diverse..learners..who..come..from..different..ba
ckgrounds..and..ethnicities..and..have..a..variety..of..strengths..and..needs...To..help..students..achieve..
at..the..same..high..level,..some..students..may..need..learning..supports..like..scaffolded..instruction,..
more..visual..aids,..graphic..organizers..or..a..peer..support..who..can..translate..or..help..clarify..inform
ation..(Krasnoff,..2016,..p...5)...I..currently..have..a..class..with..several..English..Language..Learners..(
ELL),..and..I..have..seen..lots..of..academic..success..with..these..students..when..I..include..lots..of..visu
als..on..handouts,..use..clarifying..questions,..and..seat..ELL..students..next..to..another..student..who..s
peaks..their..home..language..but..is..more..advanced..in..their..English..Language..Development.
Another..aspect..of..a..culturally..responsive..classroom..is..creating..a..safe..and..inclusive..le
arning..space..for..students,..so..they..feel..valued..and..represented...I..would..include..culturally..rele
vant..content..in..my..lessons..and..create..visual..aids..and..bulletin..boards..that..reflect..the..cultural..
backgrounds..of..my..students..(Muñiz,..2020,..p.6).. . Addressing..every..student..by..their..correct..na
me..and..trying..to..learn..about..their..cultural..background,..strengths..and..history..will..also..help..st
udents..feel..welcome..and..at..ease..in..my..classroom...I..will..make..accommodations..to..support..di
verse..learners..and..make..every..effort..to..not..favor..students..who..grasp..concepts..quickly..or..disp
lay..values..or..cultural..norms..that..are..similar..to..mine..(Krasnoff,..2016,..p...4)...According..to..Muñi
z,..“all..students..can..meet..high..expectations..if..given..proper..support..and..scaffolds,..regardless..o
f..their..identity..or..past..performance”..(2020,..p...9).
Emotional..Safety
Emotional..safety..is..a..key..factor..in..schools..and..classrooms...If..students..don’t..feel..safe..a
nd..relaxed,..they..will..not..be..able..to..engage..and..learn...I..will..foster..emotional..safety..in..my..clas
sroom..by..building..strong..and..meaningful..relationships..with..students..and..families...This..will..in
clude..building..trust..with..students..through..supportive..actions..like..asking..how..they..are,..pronou
ncing..their..names..correctly,..regularly..acknowledging..student..effort..and..accomplishments,..and.
, 3
.being..aware..of..students’..cultural..identities..and..backgrounds..(Krasnoff..2016,..p...4)...Building..tr
ust..and..emotional..safety..in..my..classroom..will..also..require..me..to..know..the..diverse..learning..n
eeds..and..strengths..of..my..students..and..any..unique..challenges..that..are..occurring..both..in..and..o
ut..of..school..(Ondrasek..and..Flook,..2020)...I..will..need..to..provide..learning..supports..and..scaffol
ding..for..some..students..so..they..stay..engaged..and..feel..safe..and..confident..to..take..academic..risks
..(Muñiz,..2020..p...9).
At..the..middle..school..where..I..currently..teach,..our..staff..works..to..create..a..school..enviro
nment..that..is..safe,..calm,..and..predictable...They..way..I..enforce..this..inside..my..classroom..is..by..s
etting..expectations..that..include..zero..tolerance..of..bullying,..fostering..community..and..peer..supp
ort..through..class..conversations..and..student..groupings,..modeling..proactive..response..to..bias..an
d..intolerance..(Muñiz,..2020..p...10),..and..ensuring..that..every..voice..and..opinion..is..equally..valua
ble...When..I..witness..microaggressions..or..hurtful..comments,..I..address..the..behaviors..right..away
—either..in..a..private..conversation..or..as..a..teachable..moment..with..the..whole..class—
and..then..work..to..bring..restoration..and..repair..to..the..individual..who..was..targeted..or..harmed.
Physical..Safety
Arranging..my..classroom..to..foster..discussion..(Krassnoff..2016,..p...4)..and..discourage..h
ierarchy..is..one..way..I..use..physical..space..in..my..classroom..to..promote..community..and..safety.
..The..seats..in..my..classroom..are..set..up..in..two..ovals..positioned..side..by..side...This..allows..for..
more..proximal..equity..because..I..am..easily..able..to..walk..around..and..through..the..ovals..to..help.
.and..check-
in..with..students..during..work..time...This..seating..arrangement..also..promotes..positive..relations
hips..among..students..because..they..are..both..facing..and..sitting..shoulder-to-
shoulder..with..several..peers...This..allows..for..easy..conversations..and..fellowship..and..often..res
ults..in..peers..helping..each..other..(Krasnoff,..2016,..p...4).
Another..way..I..use..the..physical..environment..to..promote..safety..is..by..making..my..classr
oom..a..welcoming..and..calm..space...I..have..fabric..panels..on..the..walls..that..reflect..some..of..the..di
