D664 WGU EXAM WITH COMPLETE
SOLUTIONS
Encoding -ANSProcess that involves transforming sensory input into useable
information
Storage -ANSHolds processed information for later use.
Feedback -ANSReceiving information about performance.
Retrieval -ANSAccessing information that is being held.
Metacognition -ANSUnderstanding own thought process
Retrieval practices -ANSIntentionally remembering stored information
Interleaving -ANScovering multiple types of problems during ONE study session- like
getting multiple flavors of ice cream in one cup.
Retrieval Practices -ANSStudents quiz one another on important concepts to prepare
for an exam.
Spacing -ANSStudying 30 to 45 minutes every morning.
Desired difficulty -ANSDesigning task for a lesson opener so students have to use the
concepts they already know in a new way. "Right amount of challenge."
Managing time effectively -ANSExecutive function. Think of it as your jobs executer-
expects what? Your time being managed effectively.
Limited brain capacity -ANSConcept from neuroscience that CONTRICDICTS the myth
of multitasking..
Think about decorating a tree, you are at limited capacity . You can NOT put star,
ribbon, garland, ornaments all on at one time.
Cognitive styles -ANSRefute the myth of normality.
Example:
Different cognitive styles offer unique advantages depending on the situation. For
example, someone with a more visual cognitive style might excel in spatial reasoning,
while an individual with a more analytical style might excel in complex problem-solving.
, Embodied mind -ANSdisprove the myth of the brain as a computer.
Example:
Brain is connected to BODY and BODY influences. emBODied mind.
Encourage consistent study habits -ANSAn appropriate strategy to fight the myth of
cramming.
Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent smaller
bites of food, will not choke you.
Varied instructional methods -ANSStrategy teacher can use to counteract the common
myth of normality
Example: No one learns the same.
Help students face challenges with enthusiasm -ANSA teacher wants to counteract the
myth of cognitive rigidity.
Incorporating physical activity in learning -ANSCounteract the myth of the brain as a
computer.
The brain can not do physical activities.
The brain needs time to combine information and process it. -ANSContradict the myth
of cramming.
Impaired decision-making abilities -ANSProof that multitasking is not a beneficial
learning habit.
Oversimplifies the brains complexity -ANSMyth of the brain as a computer falls short.
Provides students with opportunities to have a group discussion. -ANSA high school
class uses Vygotsky's theory of development.
Create a safe and loving enviorment to explore. -ANS2 year old class room teacher
uses Erickson's "trust vs. mistrust" What strategy should the teacher use for day to day
interaction for this stage of development?
Offer constructive feedback -ANSErickson's "autonomy vs. shame and doubt" stage.
What strategy should the teacher implement for day-to-day interaction?
Providing opportunities to make choices and lead activities -ANSErickson's "initiative vs.
guilt" development.
What strategy should the teacher use day-to-day?
SOLUTIONS
Encoding -ANSProcess that involves transforming sensory input into useable
information
Storage -ANSHolds processed information for later use.
Feedback -ANSReceiving information about performance.
Retrieval -ANSAccessing information that is being held.
Metacognition -ANSUnderstanding own thought process
Retrieval practices -ANSIntentionally remembering stored information
Interleaving -ANScovering multiple types of problems during ONE study session- like
getting multiple flavors of ice cream in one cup.
Retrieval Practices -ANSStudents quiz one another on important concepts to prepare
for an exam.
Spacing -ANSStudying 30 to 45 minutes every morning.
Desired difficulty -ANSDesigning task for a lesson opener so students have to use the
concepts they already know in a new way. "Right amount of challenge."
Managing time effectively -ANSExecutive function. Think of it as your jobs executer-
expects what? Your time being managed effectively.
Limited brain capacity -ANSConcept from neuroscience that CONTRICDICTS the myth
of multitasking..
Think about decorating a tree, you are at limited capacity . You can NOT put star,
ribbon, garland, ornaments all on at one time.
Cognitive styles -ANSRefute the myth of normality.
Example:
Different cognitive styles offer unique advantages depending on the situation. For
example, someone with a more visual cognitive style might excel in spatial reasoning,
while an individual with a more analytical style might excel in complex problem-solving.
, Embodied mind -ANSdisprove the myth of the brain as a computer.
Example:
Brain is connected to BODY and BODY influences. emBODied mind.
Encourage consistent study habits -ANSAn appropriate strategy to fight the myth of
cramming.
Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent smaller
bites of food, will not choke you.
Varied instructional methods -ANSStrategy teacher can use to counteract the common
myth of normality
Example: No one learns the same.
Help students face challenges with enthusiasm -ANSA teacher wants to counteract the
myth of cognitive rigidity.
Incorporating physical activity in learning -ANSCounteract the myth of the brain as a
computer.
The brain can not do physical activities.
The brain needs time to combine information and process it. -ANSContradict the myth
of cramming.
Impaired decision-making abilities -ANSProof that multitasking is not a beneficial
learning habit.
Oversimplifies the brains complexity -ANSMyth of the brain as a computer falls short.
Provides students with opportunities to have a group discussion. -ANSA high school
class uses Vygotsky's theory of development.
Create a safe and loving enviorment to explore. -ANS2 year old class room teacher
uses Erickson's "trust vs. mistrust" What strategy should the teacher use for day to day
interaction for this stage of development?
Offer constructive feedback -ANSErickson's "autonomy vs. shame and doubt" stage.
What strategy should the teacher implement for day-to-day interaction?
Providing opportunities to make choices and lead activities -ANSErickson's "initiative vs.
guilt" development.
What strategy should the teacher use day-to-day?
