2
WGU D658 Exam with accurate detailed answers
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Behaviorism
lecture, drill and practice, rote learning, multiple choice tests. Learning is passive, occurs
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via external processes, positive reinforcement.
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Cognitivism
lecture, visual tools, facilitation to memorize, multiple choice and essay assessments.
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learning extends beyond the external, it is an internal process involving short and long term
|| || || || || || || || || || || || || || ||
memory.
connectivism
self-directed quest for content, sharing of content and sources, spontaneous learning
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groups, collaborative knowledge creation. learning is self-directed, networked via nodes
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(content sources, people, groups)
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humanism
student-centered learning, discussions, self-reflection activities, holistic growth
|| || || || || || ||
assignments. emphasizes personal growth and self-actualization, considers emotional and
|| || || || || || || || ||
psychological well-being as integral to learning, values student choice and autonomy
|| || || || || || || || || ||
Constructivism
, 2
discovery, collaborative group work, scaffolding, self-guided learning based on personal
|| || || || || || || || || ||
experience, peer grading/review. learners build on personal experience; learning is active
|| || || || || || || || || || ||
and social in process.
|| || ||
Multi-Tiered System of Supports (MTSS) || || || ||
a comprehensive framework used in education to provide targeted interventions and
|| || || || || || || || || || ||
support to students based on their individual needs.
|| || || || || || ||
Tier 1 interventions
|| ||
high quality classroom instruction that ensures the curriculum reaches 100% of students in
|| || || || || || || || || || || || ||
the classroom.
||
backward design ||
a strategic approach to curriculum planning that starts with identifying clear goals or
|| || || || || || || || || || || || ||
learning outcomes of a course or lesson before planning the instructional strategies and
|| || || || || || || || || || || || ||
assessments.
formative assessment ||
used during the learning process to gauge student understanding and guide further learning
|| || || || || || || || || || || ||
summative assessment ||
a tool for evaluating student learning at specific points, such as at the end of a unit,
|| || || || || || || || || || || || || || || || ||
semester, or academic year; often in the form of a test or quiz
|| || || || || || || || || || || ||
WGU D658 Exam with accurate detailed answers
|| || || || || ||
Behaviorism
lecture, drill and practice, rote learning, multiple choice tests. Learning is passive, occurs
|| || || || || || || || || || || || ||
via external processes, positive reinforcement.
|| || || ||
Cognitivism
lecture, visual tools, facilitation to memorize, multiple choice and essay assessments.
|| || || || || || || || || || ||
learning extends beyond the external, it is an internal process involving short and long term
|| || || || || || || || || || || || || || ||
memory.
connectivism
self-directed quest for content, sharing of content and sources, spontaneous learning
|| || || || || || || || || || ||
groups, collaborative knowledge creation. learning is self-directed, networked via nodes
|| || || || || || || || || ||
(content sources, people, groups)
|| || ||
humanism
student-centered learning, discussions, self-reflection activities, holistic growth
|| || || || || || ||
assignments. emphasizes personal growth and self-actualization, considers emotional and
|| || || || || || || || ||
psychological well-being as integral to learning, values student choice and autonomy
|| || || || || || || || || ||
Constructivism
, 2
discovery, collaborative group work, scaffolding, self-guided learning based on personal
|| || || || || || || || || ||
experience, peer grading/review. learners build on personal experience; learning is active
|| || || || || || || || || || ||
and social in process.
|| || ||
Multi-Tiered System of Supports (MTSS) || || || ||
a comprehensive framework used in education to provide targeted interventions and
|| || || || || || || || || || ||
support to students based on their individual needs.
|| || || || || || ||
Tier 1 interventions
|| ||
high quality classroom instruction that ensures the curriculum reaches 100% of students in
|| || || || || || || || || || || || ||
the classroom.
||
backward design ||
a strategic approach to curriculum planning that starts with identifying clear goals or
|| || || || || || || || || || || || ||
learning outcomes of a course or lesson before planning the instructional strategies and
|| || || || || || || || || || || || ||
assessments.
formative assessment ||
used during the learning process to gauge student understanding and guide further learning
|| || || || || || || || || || || ||
summative assessment ||
a tool for evaluating student learning at specific points, such as at the end of a unit,
|| || || || || || || || || || || || || || || || ||
semester, or academic year; often in the form of a test or quiz
|| || || || || || || || || || || ||
