WGU D093 Task 3 |Latest Update with complete
solution
A1.
Video 2: Case #42, Developing U.S. History Content Vocabulary
The setting of this video is a fifth-grade classroom for English Language Development. The
students are grouped in fours and their desks are arranged to face each other. The topic being
taught is vocabulary related to U.S. History. The teacher is going around the classroom to check
on the work of both individual students and groups. In one scene, the teacher asks a student
about the meaning of the word "patriot" which the student heard in a song. During this class, the
students are working on a concept definition map and using the vocabulary words to come up
with their own definitions based on their understanding.
Video 1: Case #120 Using Stock Market Simulations to Work with Fractions and Decimals
In this video, we see a class of gifted sixth-grade students arranged in groups of four to five,
facing each other. The lesson being taught is on math, specifically fractions and decimals. The
teacher has incorporated simulations of the stock market to provide practical, real-life examples
for the students to work with. Throughout the lesson, the teacher visits each group to encourage
discussion and gather answers from the students.
Video 4: Case #151 Analyzing, Interpreting, and Judging Artworks Produced by the Works
Progress Administration
, In a fifth-grade art class, the students are grouped in threes and fours, facing each other. The
lesson being taught is the interpretation of art, and the teacher has assigned each group to
interpret a specific piece. The teacher is doing an excellent job of providing real-time
clarification to the students.
A2.
The first video, Case #42, shows a teacher utilizing a high-leverage practice of eliciting and
interpreting individual students’ thoughts. The teacher goes from group to group, asking students
about their understanding of the vocabulary words. A student shared that they heard the word
"patriot" in a song. The teacher asked the student to explain what the word meant to them, and
the student expressed feeling happy about it. However, the teacher also relates the word to
feelings of sadness, such as being a patriot during 9/11. Moving on to a new group, the teacher
asks about the word "tax.” A student answered that the money goes to the government. The
teacher then asks for further explanations about where the money goes, and the student
confidently answers that it goes to the government. This highlights the student's grasp and
understanding of the vocabulary word and concept.
The teacher showcased the high-leverage practice of checking student understanding during the
lesson in the second video, Case #120. She encouraged the class to share their conjectures, and a
group suggested that all odd denominator fractions will repeat. The teacher then asks if this
conjecture is accurate or should be revised. A student points out that it is false because 25 can be
divided into 100 four times. The teacher writes the math on the board to clarify the concept for
solution
A1.
Video 2: Case #42, Developing U.S. History Content Vocabulary
The setting of this video is a fifth-grade classroom for English Language Development. The
students are grouped in fours and their desks are arranged to face each other. The topic being
taught is vocabulary related to U.S. History. The teacher is going around the classroom to check
on the work of both individual students and groups. In one scene, the teacher asks a student
about the meaning of the word "patriot" which the student heard in a song. During this class, the
students are working on a concept definition map and using the vocabulary words to come up
with their own definitions based on their understanding.
Video 1: Case #120 Using Stock Market Simulations to Work with Fractions and Decimals
In this video, we see a class of gifted sixth-grade students arranged in groups of four to five,
facing each other. The lesson being taught is on math, specifically fractions and decimals. The
teacher has incorporated simulations of the stock market to provide practical, real-life examples
for the students to work with. Throughout the lesson, the teacher visits each group to encourage
discussion and gather answers from the students.
Video 4: Case #151 Analyzing, Interpreting, and Judging Artworks Produced by the Works
Progress Administration
, In a fifth-grade art class, the students are grouped in threes and fours, facing each other. The
lesson being taught is the interpretation of art, and the teacher has assigned each group to
interpret a specific piece. The teacher is doing an excellent job of providing real-time
clarification to the students.
A2.
The first video, Case #42, shows a teacher utilizing a high-leverage practice of eliciting and
interpreting individual students’ thoughts. The teacher goes from group to group, asking students
about their understanding of the vocabulary words. A student shared that they heard the word
"patriot" in a song. The teacher asked the student to explain what the word meant to them, and
the student expressed feeling happy about it. However, the teacher also relates the word to
feelings of sadness, such as being a patriot during 9/11. Moving on to a new group, the teacher
asks about the word "tax.” A student answered that the money goes to the government. The
teacher then asks for further explanations about where the money goes, and the student
confidently answers that it goes to the government. This highlights the student's grasp and
understanding of the vocabulary word and concept.
The teacher showcased the high-leverage practice of checking student understanding during the
lesson in the second video, Case #120. She encouraged the class to share their conjectures, and a
group suggested that all odd denominator fractions will repeat. The teacher then asks if this
conjecture is accurate or should be revised. A student points out that it is false because 25 can be
divided into 100 four times. The teacher writes the math on the board to clarify the concept for
