WGU D758 Considerations for Instructional Planning for
Learners: Exam 3 - Questions with Correct Answers
100 questions
1. Students with ADHD often benefit from:
A. Long uninterrupted lectures
B. Clear routines, chunked tasks, movement breaks and frequent feedback
C. Removing all structure
D. Seating near distractions
Correct Answer: B. Clear routines, chunked tasks, movement breaks and frequent feedback
Rationale: ADHD affects attention and executive function, so structure, shorter work periods and
immediate feedback help. Preferential seating away from distractions is a common accommodation.
2. The 'whole child' approach to education focuses on:
A. Test scores only
B. Behavior compliance only
C. Students' academic, social, emotional and physical well-being
D. Physical education only
Correct Answer: C. Students' academic, social, emotional and physical well-being
Rationale: ASCD's Whole Child framework says students should be healthy, safe, engaged, supported
and challenged. Planning that ignores social-emotional needs often limits academic progress.
3. Self-regulated learners typically:
A. Depend on the teacher for every decision
B. Set goals, monitor their progress and adjust strategies
C. Avoid reflecting on their learning
D. Use the same strategy regardless of results
Correct Answer: B. Set goals, monitor their progress and adjust strategies
Rationale: Zimmerman's model describes self-regulated learning as a cycle of forethought (goal setting),
performance (monitoring) and self-reflection. Teaching students to track their own progress builds this
skill.
,4. Students who have experienced trauma may show:
A. No changes in learning
B. Difficulty with attention, emotional regulation and trust
C. Improved concentration
D. Only physical symptoms
Correct Answer: B. Difficulty with attention, emotional regulation and trust
Rationale: Chronic stress affects brain systems involved in attention, memory and regulation.
Trauma-informed classrooms emphasize safety, predictability, relationships and teaching regulation skills.
5. A student who reads two years above grade level but has weak social skills illustrates:
A. Typical uniform development
B. A reading disability
C. Low intelligence
D. Asynchronous (uneven) development across domains
Correct Answer: D. Asynchronous (uneven) development across domains
Rationale: Development does not always progress evenly; a student can be advanced in one domain and
need support in another. This is common in gifted and twice-exceptional students.
6. Formal operational thinkers (Piaget) can:
A. Only think about concrete objects
B. Not use symbols
C. Not reason logically
D. Reason abstractly and test hypotheses systematically
Correct Answer: D. Reason abstractly and test hypotheses systematically
Rationale: Formal operations typically emerge in early adolescence and allow abstract, hypothetical and
systematic reasoning. Not all adolescents reach this stage in every domain, so concrete supports remain
helpful.
,7. A worked example is most helpful for:
A. Novice learners acquiring a new procedure
B. Experts who have mastered the skill
C. Replacing all practice
D. Assessing summative mastery
Correct Answer: A. Novice learners acquiring a new procedure
Rationale: Worked examples reduce cognitive load for novices by showing each step. As expertise
grows, the 'expertise reversal effect' means fading the examples and moving to independent problem
solving works better.
8. Learner variability means that:
A. Students of the same age learn the same way
B. Variability exists only in students with disabilities
C. Students differ in strengths and needs across many dimensions, and those differences are
expected
D. Teachers should plan for the 'average' student
Correct Answer: C. Students differ in strengths and needs across many dimensions, and
those differences are expected
Rationale: Variability is the norm in every classroom and spans cognition, language, background,
motivation and more. Designing for a mythical 'average' learner leaves many students unserved, which is
the core insight behind UDL.
9. Intercultural communication with families is improved by:
A. Active listening, avoiding jargon and asking about family goals
B. Using educational acronyms
C. Speaking quickly
D. Assuming family priorities
Correct Answer: A. Active listening, avoiding jargon and asking about family goals
Rationale: Jargon such as 'LRE' or 'RTI' confuses families. Plain language and genuine listening build
partnership. Acronyms, rapid speech and assumptions about priorities create barriers; asking families
what they hope for their child invites real partnership.
, 10. Banks' 'contributions approach' is limited because it:
A. Transforms the curriculum fully
B. Requires student activism
C. Eliminates diversity
D. Focuses on heroes, holidays and discrete cultural elements without deeper integration
Correct Answer: D. Focuses on heroes, holidays and discrete cultural elements without
deeper integration
Rationale: The contributions level is the most superficial: it celebrates individuals or festivals but leaves
the mainstream curriculum unchanged. Teachers who stop at this level risk tokenism; moving toward the
transformation or social action levels integrates diverse perspectives throughout units rather than on
special days.
11. Implicit bias in the classroom can influence:
A. Expectations, feedback and discipline decisions without the teacher's awareness
B. Only overt behavior
C. Nothing in education
D. Only test scores
Correct Answer: A. Expectations, feedback and discipline decisions without the teacher's
awareness
Rationale: Unconscious associations can shape whom teachers call on, how they interpret behavior and
who is referred for discipline. Reflection and reviewing data by subgroup help reveal patterns.
12. Stereotype threat refers to:
A. Teacher bias in grading
B. Bullying
C. A learning disability
D. Underperformance caused by anxiety about confirming a negative stereotype about one's group
Correct Answer: D. Underperformance caused by anxiety about confirming a negative
stereotype about one's group
Rationale: Steele and Aronson showed that awareness of a negative stereotype can impair performance.
Affirming identity and framing tasks as learning opportunities can reduce it.
Learners: Exam 3 - Questions with Correct Answers
100 questions
1. Students with ADHD often benefit from:
A. Long uninterrupted lectures
B. Clear routines, chunked tasks, movement breaks and frequent feedback
C. Removing all structure
D. Seating near distractions
Correct Answer: B. Clear routines, chunked tasks, movement breaks and frequent feedback
Rationale: ADHD affects attention and executive function, so structure, shorter work periods and
immediate feedback help. Preferential seating away from distractions is a common accommodation.
2. The 'whole child' approach to education focuses on:
A. Test scores only
B. Behavior compliance only
C. Students' academic, social, emotional and physical well-being
D. Physical education only
Correct Answer: C. Students' academic, social, emotional and physical well-being
Rationale: ASCD's Whole Child framework says students should be healthy, safe, engaged, supported
and challenged. Planning that ignores social-emotional needs often limits academic progress.
3. Self-regulated learners typically:
A. Depend on the teacher for every decision
B. Set goals, monitor their progress and adjust strategies
C. Avoid reflecting on their learning
D. Use the same strategy regardless of results
Correct Answer: B. Set goals, monitor their progress and adjust strategies
Rationale: Zimmerman's model describes self-regulated learning as a cycle of forethought (goal setting),
performance (monitoring) and self-reflection. Teaching students to track their own progress builds this
skill.
,4. Students who have experienced trauma may show:
A. No changes in learning
B. Difficulty with attention, emotional regulation and trust
C. Improved concentration
D. Only physical symptoms
Correct Answer: B. Difficulty with attention, emotional regulation and trust
Rationale: Chronic stress affects brain systems involved in attention, memory and regulation.
Trauma-informed classrooms emphasize safety, predictability, relationships and teaching regulation skills.
5. A student who reads two years above grade level but has weak social skills illustrates:
A. Typical uniform development
B. A reading disability
C. Low intelligence
D. Asynchronous (uneven) development across domains
Correct Answer: D. Asynchronous (uneven) development across domains
Rationale: Development does not always progress evenly; a student can be advanced in one domain and
need support in another. This is common in gifted and twice-exceptional students.
6. Formal operational thinkers (Piaget) can:
A. Only think about concrete objects
B. Not use symbols
C. Not reason logically
D. Reason abstractly and test hypotheses systematically
Correct Answer: D. Reason abstractly and test hypotheses systematically
Rationale: Formal operations typically emerge in early adolescence and allow abstract, hypothetical and
systematic reasoning. Not all adolescents reach this stage in every domain, so concrete supports remain
helpful.
,7. A worked example is most helpful for:
A. Novice learners acquiring a new procedure
B. Experts who have mastered the skill
C. Replacing all practice
D. Assessing summative mastery
Correct Answer: A. Novice learners acquiring a new procedure
Rationale: Worked examples reduce cognitive load for novices by showing each step. As expertise
grows, the 'expertise reversal effect' means fading the examples and moving to independent problem
solving works better.
8. Learner variability means that:
A. Students of the same age learn the same way
B. Variability exists only in students with disabilities
C. Students differ in strengths and needs across many dimensions, and those differences are
expected
D. Teachers should plan for the 'average' student
Correct Answer: C. Students differ in strengths and needs across many dimensions, and
those differences are expected
Rationale: Variability is the norm in every classroom and spans cognition, language, background,
motivation and more. Designing for a mythical 'average' learner leaves many students unserved, which is
the core insight behind UDL.
9. Intercultural communication with families is improved by:
A. Active listening, avoiding jargon and asking about family goals
B. Using educational acronyms
C. Speaking quickly
D. Assuming family priorities
Correct Answer: A. Active listening, avoiding jargon and asking about family goals
Rationale: Jargon such as 'LRE' or 'RTI' confuses families. Plain language and genuine listening build
partnership. Acronyms, rapid speech and assumptions about priorities create barriers; asking families
what they hope for their child invites real partnership.
, 10. Banks' 'contributions approach' is limited because it:
A. Transforms the curriculum fully
B. Requires student activism
C. Eliminates diversity
D. Focuses on heroes, holidays and discrete cultural elements without deeper integration
Correct Answer: D. Focuses on heroes, holidays and discrete cultural elements without
deeper integration
Rationale: The contributions level is the most superficial: it celebrates individuals or festivals but leaves
the mainstream curriculum unchanged. Teachers who stop at this level risk tokenism; moving toward the
transformation or social action levels integrates diverse perspectives throughout units rather than on
special days.
11. Implicit bias in the classroom can influence:
A. Expectations, feedback and discipline decisions without the teacher's awareness
B. Only overt behavior
C. Nothing in education
D. Only test scores
Correct Answer: A. Expectations, feedback and discipline decisions without the teacher's
awareness
Rationale: Unconscious associations can shape whom teachers call on, how they interpret behavior and
who is referred for discipline. Reflection and reviewing data by subgroup help reveal patterns.
12. Stereotype threat refers to:
A. Teacher bias in grading
B. Bullying
C. A learning disability
D. Underperformance caused by anxiety about confirming a negative stereotype about one's group
Correct Answer: D. Underperformance caused by anxiety about confirming a negative
stereotype about one's group
Rationale: Steele and Aronson showed that awareness of a negative stereotype can impair performance.
Affirming identity and framing tasks as learning opportunities can reduce it.
