WGU D637 EXAM QUESTIONS WITH
CORRECT ANSWERS
Academic |Standards |- |CORRECT |ANSWER✔✔-what |students |should |learn |and |achieve |at |each |
grade |level |across |various |subjects.
National |Standards |- |CORRECT |ANSWER✔✔-like |those |from |the |Common |Core |State |Standards
|Initiative, |provide |a |unified |set |of |expectations |for |student |learning |nationwide.
State |Standards |- |CORRECT |ANSWER✔✔-may |vary |but |generally |align |with |national |guidelines |
while |addressing |specific |local |needs |and |priorities
What |is |the |primary |purpose |of |academic |standard? |- |CORRECT |ANSWER✔✔-to |set |clear, |
measurable |goals |for |student |learning
How |do |academic |standards |play |a |vital |role |in |assessing |student |progress? |- |CORRECT |
ANSWER✔✔-They |provide |a |clear |framework |for |evaluating |whether |students |meet |the |
expected |learning |goals. |This |approach |allows |teachers |to |identify |areas |where |students |need |
additional |support |and |adjust |their |teaching |strategies |accordingly
Spiraling |Curriculum |- |CORRECT |ANSWER✔✔-certain |topics |recur |throughout |the |year |through
|re-teaching, |but |also |throughout |different |grade |levels, |each |time |with |increasing |complexity |
and |depth
What |are |the |three |parts |of |an |objective |- |CORRECT |ANSWER✔✔-Condition
Behavior
Criteria
, In |an |objective, |what |is |the |CONDITION |- |CORRECT |ANSWER✔✔-What |the |student |needs |to |
accomplish
In |an |objective, |what |is |the |BEHAVIOR |- |CORRECT |ANSWER✔✔-What |the |student |is |expected |
to |do/complete
In |an |objective, |what |is |the |CRITERIA |- |CORRECT |ANSWER✔✔-How |students |are |expected |to |
perform |(%)
What |are |the |five |instructional |strategies |- |CORRECT |ANSWER✔✔-Direct
Indirect
Discovery
Independent |or |Individual
Cooperative
Define |DIRECT |instructional |strategy |- |CORRECT |ANSWER✔✔-highly |teacher |directed
lectures, |guest |speakers, |panels, |drill |and |practice, |tutorials, |movies, |workbooks, |handouts, |
recordings, |assigned |questions
highly |used |for |introducing |new |content
Define |INDIRECT |instructional |strategy |- |CORRECT |ANSWER✔✔-mainly |student |centered
encourages |students |to |discover |knowledge |through |activities |like |inquiry |and |problem-
solving, |promoting |critical |thinking |skills |while |aligning |with |curriculum |goals
CORRECT ANSWERS
Academic |Standards |- |CORRECT |ANSWER✔✔-what |students |should |learn |and |achieve |at |each |
grade |level |across |various |subjects.
National |Standards |- |CORRECT |ANSWER✔✔-like |those |from |the |Common |Core |State |Standards
|Initiative, |provide |a |unified |set |of |expectations |for |student |learning |nationwide.
State |Standards |- |CORRECT |ANSWER✔✔-may |vary |but |generally |align |with |national |guidelines |
while |addressing |specific |local |needs |and |priorities
What |is |the |primary |purpose |of |academic |standard? |- |CORRECT |ANSWER✔✔-to |set |clear, |
measurable |goals |for |student |learning
How |do |academic |standards |play |a |vital |role |in |assessing |student |progress? |- |CORRECT |
ANSWER✔✔-They |provide |a |clear |framework |for |evaluating |whether |students |meet |the |
expected |learning |goals. |This |approach |allows |teachers |to |identify |areas |where |students |need |
additional |support |and |adjust |their |teaching |strategies |accordingly
Spiraling |Curriculum |- |CORRECT |ANSWER✔✔-certain |topics |recur |throughout |the |year |through
|re-teaching, |but |also |throughout |different |grade |levels, |each |time |with |increasing |complexity |
and |depth
What |are |the |three |parts |of |an |objective |- |CORRECT |ANSWER✔✔-Condition
Behavior
Criteria
, In |an |objective, |what |is |the |CONDITION |- |CORRECT |ANSWER✔✔-What |the |student |needs |to |
accomplish
In |an |objective, |what |is |the |BEHAVIOR |- |CORRECT |ANSWER✔✔-What |the |student |is |expected |
to |do/complete
In |an |objective, |what |is |the |CRITERIA |- |CORRECT |ANSWER✔✔-How |students |are |expected |to |
perform |(%)
What |are |the |five |instructional |strategies |- |CORRECT |ANSWER✔✔-Direct
Indirect
Discovery
Independent |or |Individual
Cooperative
Define |DIRECT |instructional |strategy |- |CORRECT |ANSWER✔✔-highly |teacher |directed
lectures, |guest |speakers, |panels, |drill |and |practice, |tutorials, |movies, |workbooks, |handouts, |
recordings, |assigned |questions
highly |used |for |introducing |new |content
Define |INDIRECT |instructional |strategy |- |CORRECT |ANSWER✔✔-mainly |student |centered
encourages |students |to |discover |knowledge |through |activities |like |inquiry |and |problem-
solving, |promoting |critical |thinking |skills |while |aligning |with |curriculum |goals
