1
WGU D633: TASK 2 PASSED | INSTRUCTIONAL PRACTICE
GUIDE (NEWEST 2026/2027 UPDATE)
Task Passed
Course D633
GKN2 Task 2: Instructional Practice
November 18, 2024
, 2
A1. Equity
The Unit of Instruction has strengths and weaknesses in addressing
and supporting student equity. Its strengths include accommodations for
differentiation and opportunities for collaborative learning. Each lesson lists
general and specific accommodations for special needs learners, such as
manipulatives, visual aids, step-bystep instructions, extra task time, and a
quiet testing environment. These accommodations demonstrate a
commitment to supporting equity for diverse learners and ensuring that all
students have equal access to the curriculum regardless of their learning
challenges. Lessons one, three, five, and six offer specific opportunities for
students to practice collaborative learning with a partner or in a small group
setting. These activities emphasize active learning and can provide peer
support, especially if small groups are planned with a mix of heterogeneous
learning levels. Peer support can ensure that marginalized students, such as
multilingual learners and students who are struggling to understand
content, feel included and valued in the classroom. In addition to helping
these marginalized students, research has shown that peer support benefits
both the students providing and the students who are receiving support.
(Husband & Nikfarjam,
2022)
The Unit of Instruction also presents some weaknesses in promoting
equity and inclusion. It lacks a description of culturally relevant content
relatable to learners of diverse backgrounds. Incorporating aspects of
WGU D633: TASK 2 PASSED | INSTRUCTIONAL PRACTICE
GUIDE (NEWEST 2026/2027 UPDATE)
Task Passed
Course D633
GKN2 Task 2: Instructional Practice
November 18, 2024
, 2
A1. Equity
The Unit of Instruction has strengths and weaknesses in addressing
and supporting student equity. Its strengths include accommodations for
differentiation and opportunities for collaborative learning. Each lesson lists
general and specific accommodations for special needs learners, such as
manipulatives, visual aids, step-bystep instructions, extra task time, and a
quiet testing environment. These accommodations demonstrate a
commitment to supporting equity for diverse learners and ensuring that all
students have equal access to the curriculum regardless of their learning
challenges. Lessons one, three, five, and six offer specific opportunities for
students to practice collaborative learning with a partner or in a small group
setting. These activities emphasize active learning and can provide peer
support, especially if small groups are planned with a mix of heterogeneous
learning levels. Peer support can ensure that marginalized students, such as
multilingual learners and students who are struggling to understand
content, feel included and valued in the classroom. In addition to helping
these marginalized students, research has shown that peer support benefits
both the students providing and the students who are receiving support.
(Husband & Nikfarjam,
2022)
The Unit of Instruction also presents some weaknesses in promoting
equity and inclusion. It lacks a description of culturally relevant content
relatable to learners of diverse backgrounds. Incorporating aspects of
