WGU D753 Final Exam Study Guide: Key Concepts and Strategies
WGU D753 Study Guide
Spiraling Curriculum: works by revisiting key concepts and
skills at increasing levels of complexity over time. This approach
helps reinforce learning, ensuring that you will build a deeper
understanding and retain information more effectively
• Encoding: new information
• Storage: information for long-term knowledge
• Retrieval: of previously learned information
Pedagogical Content: Are courses that include the “what” of
teaching. Includes 4 concepts
• Learner and Learning:
• Content
• Instructional Practice
• Professional Responsibilities
Data Analysis Learner Behavior Data Evaluation:
Evaluate data about learner behaviors and outcomes.
Student-Centered Learning Student Needs Identification:
Identify needs that students with exceptionalities may require.
WGU D753 Final Exam Study Guide: Key Concepts and Strategies
, WGU D753 Final Exam Study Guide: Key Concepts and Strategies
Student Engagement Select SEL Strategies: Select
strategies to meet learners' social and emotional needs.
Neurodiversity: refers to the natural variation in how individuals
think, learn, and process information.
• Educational strategies that offer multiple means of
representation and engagement can be particularly beneficial.
• Includes conditions such as autism, ADHD, dyslexia
• many neurodivergent students have challenges with
executive function, which includes skills like planning,
decision-making, and staying focused on tasks.
• Working memory is another area where neurodivergent
students may face difficulties. (remembering instructions that
a teacher just gave them for a task)
Aspects of Neurodiversity and classroom behavior impact
Emotional Regulation Executive Function Working Memory
Explanation: Explanation: includes Explanation: is the
Emotional regulation skills like planning, ability to hold and use
involves controlling decision making and information
and expressing maintaining focus. temporarily.
emotions in a
balanced way. Behavior Impact: may Behavior Impact: can
have difficulty cause students to
Behavior Impact: Might organizing tasks, forget instructions, lose
struggle with intense following through on their place in tasks or
emotions, leading to assignments or struggle with multi step
frustration, anxiety or staying focused. Can directions.
sudden outbursts. Hard result in
for them to stay calm procrastination, Support Tip: Reinforce
and focused on incomplete work and instructions with
lessons. frequent distractions. visuals or provide
written steps to aid
Support Tip: Teachers Support Tip: Breaking memory retention.
can provide a calming tasks into smaller
space to teach coping steps and providing
strategies to help visual schedules can
students manage help students stay on
their emotions better. track.
How to create a Neurodivergence affirming classroom:
Give multiple ways to consume information (example: giving directions
verbally
and write it on the board. Model it out as well)
Offer choices (example: what materials they use, where they sit, who they
WGU D753 Final Exam Study Guide: Key Concepts and Strategies
, WGU D753 Final Exam Study Guide: Key Concepts and Strategies
work
with, work setting)
Allow breaks (teach students to ask for a break when they get
overwhelmed
triggers)
learn with neurodivergent adults (example: read books by neurodivergent
adults)
Assign student activities (example: line leader, pass out material)
EBD: Emotional Behavioral Disturbed students
• Require more time and effort compared to other students
• Federal definition must include students must
exhibit the following characteristics over a long
period of time
1. inability to learn that cannot be explained by
intellectual, sensory, or health factors.
2. may have an inability to build or maintain
satisfactory interpersonal relationships with
peers and teachers.
3. display inappropriate types of behavior, such as
trying to start fights and other disruptive actions.
• Behavior types: Internalizing behavior (are actions that
direct problematic energy towards oneself. For example,
these behaviors include nightmares, an inability to sleep,
the use of drugs and substance abuse problems, high
levels of anxiety and depression, as well as social isolation
and a withdrawn temperament.) and externalizing
behavior (, are troublesome actions directed outward
toward one's environment. For example, the destruction
of school property, acts of physical violence against other
students or even staff, and other behaviors that may
cause the child to end up in a youth house or jail).
Disorders associated with EBD
ODD, which means Oppositional Defiant Disorder, where
children are defiant
ADHD, Attention Deficit Hyperactivity Disorder
Anxiety
Bipolar
Conduct disorders involve a lack of recognition of basic
social rules of conduct and antisocial behavior,
characterized by being aggressive and hostile toward
WGU D753 Final Exam Study Guide: Key Concepts and Strategies
WGU D753 Study Guide
Spiraling Curriculum: works by revisiting key concepts and
skills at increasing levels of complexity over time. This approach
helps reinforce learning, ensuring that you will build a deeper
understanding and retain information more effectively
• Encoding: new information
• Storage: information for long-term knowledge
• Retrieval: of previously learned information
Pedagogical Content: Are courses that include the “what” of
teaching. Includes 4 concepts
• Learner and Learning:
• Content
• Instructional Practice
• Professional Responsibilities
Data Analysis Learner Behavior Data Evaluation:
Evaluate data about learner behaviors and outcomes.
Student-Centered Learning Student Needs Identification:
Identify needs that students with exceptionalities may require.
WGU D753 Final Exam Study Guide: Key Concepts and Strategies
, WGU D753 Final Exam Study Guide: Key Concepts and Strategies
Student Engagement Select SEL Strategies: Select
strategies to meet learners' social and emotional needs.
Neurodiversity: refers to the natural variation in how individuals
think, learn, and process information.
• Educational strategies that offer multiple means of
representation and engagement can be particularly beneficial.
• Includes conditions such as autism, ADHD, dyslexia
• many neurodivergent students have challenges with
executive function, which includes skills like planning,
decision-making, and staying focused on tasks.
• Working memory is another area where neurodivergent
students may face difficulties. (remembering instructions that
a teacher just gave them for a task)
Aspects of Neurodiversity and classroom behavior impact
Emotional Regulation Executive Function Working Memory
Explanation: Explanation: includes Explanation: is the
Emotional regulation skills like planning, ability to hold and use
involves controlling decision making and information
and expressing maintaining focus. temporarily.
emotions in a
balanced way. Behavior Impact: may Behavior Impact: can
have difficulty cause students to
Behavior Impact: Might organizing tasks, forget instructions, lose
struggle with intense following through on their place in tasks or
emotions, leading to assignments or struggle with multi step
frustration, anxiety or staying focused. Can directions.
sudden outbursts. Hard result in
for them to stay calm procrastination, Support Tip: Reinforce
and focused on incomplete work and instructions with
lessons. frequent distractions. visuals or provide
written steps to aid
Support Tip: Teachers Support Tip: Breaking memory retention.
can provide a calming tasks into smaller
space to teach coping steps and providing
strategies to help visual schedules can
students manage help students stay on
their emotions better. track.
How to create a Neurodivergence affirming classroom:
Give multiple ways to consume information (example: giving directions
verbally
and write it on the board. Model it out as well)
Offer choices (example: what materials they use, where they sit, who they
WGU D753 Final Exam Study Guide: Key Concepts and Strategies
, WGU D753 Final Exam Study Guide: Key Concepts and Strategies
work
with, work setting)
Allow breaks (teach students to ask for a break when they get
overwhelmed
triggers)
learn with neurodivergent adults (example: read books by neurodivergent
adults)
Assign student activities (example: line leader, pass out material)
EBD: Emotional Behavioral Disturbed students
• Require more time and effort compared to other students
• Federal definition must include students must
exhibit the following characteristics over a long
period of time
1. inability to learn that cannot be explained by
intellectual, sensory, or health factors.
2. may have an inability to build or maintain
satisfactory interpersonal relationships with
peers and teachers.
3. display inappropriate types of behavior, such as
trying to start fights and other disruptive actions.
• Behavior types: Internalizing behavior (are actions that
direct problematic energy towards oneself. For example,
these behaviors include nightmares, an inability to sleep,
the use of drugs and substance abuse problems, high
levels of anxiety and depression, as well as social isolation
and a withdrawn temperament.) and externalizing
behavior (, are troublesome actions directed outward
toward one's environment. For example, the destruction
of school property, acts of physical violence against other
students or even staff, and other behaviors that may
cause the child to end up in a youth house or jail).
Disorders associated with EBD
ODD, which means Oppositional Defiant Disorder, where
children are defiant
ADHD, Attention Deficit Hyperactivity Disorder
Anxiety
Bipolar
Conduct disorders involve a lack of recognition of basic
social rules of conduct and antisocial behavior,
characterized by being aggressive and hostile toward
WGU D753 Final Exam Study Guide: Key Concepts and Strategies
