WGU D629 TASK 3: |PASSED ON FIRST
ATTEMPT |LATEST UPDATE WITH COMPLETE
SOLUTION
AT WESTERN GOVERNORS UNIVERSIT
WGU D629 Task 3: Targeting Professional Learning
MSCIN Program – Western Governors University
Course: The Reflective Practitioner (D629)
Instructor: Elizabeth Allen
Date: ___________
, A: Student Need
A significant academic need identified among my physics and chemistry
students is their difficulty with mathematical calculations. Specifically,
students struggle to interpret what a problem is asking, identify the
appropriate formula, and correctly apply that formula to arrive at a solution.
This challenge often leads to frustration, reduced confidence, and incomplete
understanding of core scientific concepts.
Many students can recall formulas when prompted; however, they lack the
ability to independently analyze a problem, determine known and unknown
variables, and execute a step-by-step solution process. Addressing this need
is essential because mathematical reasoning is foundational to success in
both physics and chemistry.
A1 & A2: Evidence-Based Practices and Justification
Evidence-Based Practice 1: Show and Tell (Explicit Modeling)
The first evidence-based practice (EBP) I will implement is “Show and
Tell,” which combines direct instruction with teacher modeling. According to
Killian (2016), telling involves clearly explaining concepts, while showing
involves demonstrating processes in action.
In my classroom, this strategy will involve explicitly walking students through
the problem-solving process. For example, when teaching how to calculate
force using mass and acceleration, I will:
Clearly explain each step verbally
Model how to identify given and unknown variables
Demonstrate how to select the correct formula
Show how to substitute values and solve step-by-step
ATTEMPT |LATEST UPDATE WITH COMPLETE
SOLUTION
AT WESTERN GOVERNORS UNIVERSIT
WGU D629 Task 3: Targeting Professional Learning
MSCIN Program – Western Governors University
Course: The Reflective Practitioner (D629)
Instructor: Elizabeth Allen
Date: ___________
, A: Student Need
A significant academic need identified among my physics and chemistry
students is their difficulty with mathematical calculations. Specifically,
students struggle to interpret what a problem is asking, identify the
appropriate formula, and correctly apply that formula to arrive at a solution.
This challenge often leads to frustration, reduced confidence, and incomplete
understanding of core scientific concepts.
Many students can recall formulas when prompted; however, they lack the
ability to independently analyze a problem, determine known and unknown
variables, and execute a step-by-step solution process. Addressing this need
is essential because mathematical reasoning is foundational to success in
both physics and chemistry.
A1 & A2: Evidence-Based Practices and Justification
Evidence-Based Practice 1: Show and Tell (Explicit Modeling)
The first evidence-based practice (EBP) I will implement is “Show and
Tell,” which combines direct instruction with teacher modeling. According to
Killian (2016), telling involves clearly explaining concepts, while showing
involves demonstrating processes in action.
In my classroom, this strategy will involve explicitly walking students through
the problem-solving process. For example, when teaching how to calculate
force using mass and acceleration, I will:
Clearly explain each step verbally
Model how to identify given and unknown variables
Demonstrate how to select the correct formula
Show how to substitute values and solve step-by-step
