WGU-C142: Learning Environments
Cognitive activity - ✔✔ correct answer includes information processing, problem solving, using
mental strategies for tasks, and continuous learning
Intelligence - ✔✔ correct answer involves the capacity to apprehend facts and their relations and to
reason about them; it is an indicator of cognitive ability
Gardner's multiple intelligences - ✔✔ correct answer linguistic, musical, logical-mathematical,
spatial, bodily kinesthetic, naturalistic, interpersonal, and intrapersonal
Struggling learner - ✔✔ correct answer cannot learn at an average rate from the instructional
resources, texts, workbooks, and materials that are designated for the majority of students in the
classroom; has a limited attention span and deficiencies in basic skills such as reading, writing, and
mathematics; needs frequent feedback, corrective instruction, special instructional pacing,
instructional variety, and perhaps modified materials
Gifted or talented learners - ✔✔ correct answer those with above-average abilities, and they need
special instructional consideration
Affective area - ✔✔ correct answer focus on feelings and attitudes; self-esteem, time management,
confidence, and self-direction are typical affective education goals; love of learning, confidence in
learning, and cooperative attitudes are important objectives that teachers should have for students
Psychomotor skills - ✔✔ correct answer involve gross motor skills and fine motor skills, such as
dribbling a basketball and drawing a fine line; are integral parts of most learning activities;
psychomotor and affective objectives often overlap
Learning style - ✔✔ correct answer an individual's preferences for the conditions of the learning
process that can affect his or her learning, including where, when, and how learning takes place, and
with what materials; may play an integral role in determining how the student perceives the learning
environment and responds to it; several promising areas of instructional assistance include cognitive
style, brain-compatible learning, and sensory modalities; students' learning styles can be addressed
by using differentiated instructional techniques
Cognitive style - ✔✔ correct answer refers to the way people process information and use strategies
in responding to tasks; conceptual tempo and field dependence/field independence are two
categories of cognitive style that educators may consider when planning instruction
, WGU-C142: Learning Environments
Conceptual tempo - ✔✔ correct answer deals with students being impulsive or reflective when
selecting from two or more alternatives
Field dependence/field independence - ✔✔ correct answer deals with the extent to which
individuals can overcome the effects of distracting background elements (the field) when trying to
differentiate among relevant aspects of a particular situation; these students may be more people
oriented, work best in groups, and prefer subjects such as history and literature; field-independent
students would prefer science, problem-solving tasks, and instructional approaches requiring little
social interaction; field-dependent students respond more to verbal praise and extrinsic motivation,
while field-independent students tend to pursue their own goals and respond best to intrinsic
motivation
brain hemisphericity - ✔✔ correct answer another aspect of student preferences for learning
environments; left-brain-dominant people tend to be more analytical in their orientation, being
generally logical, concrete, and sequential; right-brain-dominant people tend to be more visually and
spatially oriented and more holistic in their thinking
Sensory modality - ✔✔ correct answer another factor in students' preferences for a learning
environment; a system of interacting with the environment through one or more of the basic senses:
sight, hearing, touch, smell, and taste; the most important sensory modalities for teachers are the
visual, auditory, and kinesthetic modes
Difference in gender - ✔✔ correct answer females generally are more extroverted, anxious, and
trusting; are less assertive; and have slightly lower self-esteem than males of the same age and
background; verbal and motor skills also tend to develop faster than those of males. Make the
classroom more gender friendly for all students by (1) incorporate movement in instruction, (2) make
learning visual, (3) give students choice and control, (4) provide opportunities for social interaction,
(5) find ways to make learning real, (6) blend art and music into the curriculum, (7) connect with your
students, (8) promote character development for the benefit of the individuals and the classroom
environment, and (9) encourage equal participation
Cultural diversity - ✔✔ correct answer reflected in the wide variety of values, beliefs, attitudes, and
rules that define regional, ethnic, religious, and other culture groups
Culturally responsive teaching - ✔✔ correct answer instruction that acknowledges cultural diversity;
attempts to accomplish this goal in three ways: (1) accepting and valuing cultural differences, (2)
accommodating different cultural interaction patterns, and (3) building on students' cultural
backgrounds.
Cognitive activity - ✔✔ correct answer includes information processing, problem solving, using
mental strategies for tasks, and continuous learning
Intelligence - ✔✔ correct answer involves the capacity to apprehend facts and their relations and to
reason about them; it is an indicator of cognitive ability
Gardner's multiple intelligences - ✔✔ correct answer linguistic, musical, logical-mathematical,
spatial, bodily kinesthetic, naturalistic, interpersonal, and intrapersonal
Struggling learner - ✔✔ correct answer cannot learn at an average rate from the instructional
resources, texts, workbooks, and materials that are designated for the majority of students in the
classroom; has a limited attention span and deficiencies in basic skills such as reading, writing, and
mathematics; needs frequent feedback, corrective instruction, special instructional pacing,
instructional variety, and perhaps modified materials
Gifted or talented learners - ✔✔ correct answer those with above-average abilities, and they need
special instructional consideration
Affective area - ✔✔ correct answer focus on feelings and attitudes; self-esteem, time management,
confidence, and self-direction are typical affective education goals; love of learning, confidence in
learning, and cooperative attitudes are important objectives that teachers should have for students
Psychomotor skills - ✔✔ correct answer involve gross motor skills and fine motor skills, such as
dribbling a basketball and drawing a fine line; are integral parts of most learning activities;
psychomotor and affective objectives often overlap
Learning style - ✔✔ correct answer an individual's preferences for the conditions of the learning
process that can affect his or her learning, including where, when, and how learning takes place, and
with what materials; may play an integral role in determining how the student perceives the learning
environment and responds to it; several promising areas of instructional assistance include cognitive
style, brain-compatible learning, and sensory modalities; students' learning styles can be addressed
by using differentiated instructional techniques
Cognitive style - ✔✔ correct answer refers to the way people process information and use strategies
in responding to tasks; conceptual tempo and field dependence/field independence are two
categories of cognitive style that educators may consider when planning instruction
, WGU-C142: Learning Environments
Conceptual tempo - ✔✔ correct answer deals with students being impulsive or reflective when
selecting from two or more alternatives
Field dependence/field independence - ✔✔ correct answer deals with the extent to which
individuals can overcome the effects of distracting background elements (the field) when trying to
differentiate among relevant aspects of a particular situation; these students may be more people
oriented, work best in groups, and prefer subjects such as history and literature; field-independent
students would prefer science, problem-solving tasks, and instructional approaches requiring little
social interaction; field-dependent students respond more to verbal praise and extrinsic motivation,
while field-independent students tend to pursue their own goals and respond best to intrinsic
motivation
brain hemisphericity - ✔✔ correct answer another aspect of student preferences for learning
environments; left-brain-dominant people tend to be more analytical in their orientation, being
generally logical, concrete, and sequential; right-brain-dominant people tend to be more visually and
spatially oriented and more holistic in their thinking
Sensory modality - ✔✔ correct answer another factor in students' preferences for a learning
environment; a system of interacting with the environment through one or more of the basic senses:
sight, hearing, touch, smell, and taste; the most important sensory modalities for teachers are the
visual, auditory, and kinesthetic modes
Difference in gender - ✔✔ correct answer females generally are more extroverted, anxious, and
trusting; are less assertive; and have slightly lower self-esteem than males of the same age and
background; verbal and motor skills also tend to develop faster than those of males. Make the
classroom more gender friendly for all students by (1) incorporate movement in instruction, (2) make
learning visual, (3) give students choice and control, (4) provide opportunities for social interaction,
(5) find ways to make learning real, (6) blend art and music into the curriculum, (7) connect with your
students, (8) promote character development for the benefit of the individuals and the classroom
environment, and (9) encourage equal participation
Cultural diversity - ✔✔ correct answer reflected in the wide variety of values, beliefs, attitudes, and
rules that define regional, ethnic, religious, and other culture groups
Culturally responsive teaching - ✔✔ correct answer instruction that acknowledges cultural diversity;
attempts to accomplish this goal in three ways: (1) accepting and valuing cultural differences, (2)
accommodating different cultural interaction patterns, and (3) building on students' cultural
backgrounds.
