WGU D632 Task 1 | Actual Verified Study Complete
Solutions | A+ Graded | 2026 Updates | 100%
correct
D632
Task 1
March 2026
A/A1: Bias Situation and Reflection
I teach in an extremely small school district with only 4 elementary schools that feed
into one middle and high school. The community is extremely tight-knit, and everyone at the
school is like a family. It is extremely likely that if my students have an older sibling, cousin, or
family friend, I have taught them in years past. When I received my class roster before the start
of a new school year, I caught myself making assumptions about how a student would behave or
perform in my class based on how their relatives had behaved and performed when I had them
as a student. Using my knowledge of prior students to make assumptions about an upcoming
student is unfair to the student, as I am judging someone I have not even met yet. The short-
term effect of this is that it could put that student into a category or group that could set them
up for failure. A long-term effect of misjudging students based on their family members could
be that, if the student notices I have put them in a certain group solely because their family
, member did not perform well, it could lower their self-esteem and cause their academic
performance to fall as well. To avoid making assumptions like these in the future, I could have
students take a preassessment to gauge how well they will perform in my class. I could also
conduct an interest survey or a “get to know you” game for students in the first few weeks of
school to help me get to know my students individually on a more personal level.
B1: Uncovering Bias
One long-held belief I challenged myself to examine thoroughly is that, to be a great
teacher, I needed to make my own custom materials tailored for my students. It is common in
my district and surrounding districts that rather than using the high-quality instructional
materials
(HQIM) provided by the district, the educators have so much success because they make their
own materials, handouts, reading and writing prompts, etc., and not due to using the rigid, or
“packaged” curriculum provided by the district. I do believe that educators are experts in their
field and can create some of the best resources. For that reason, when my district adopted a
new standards-based science curriculum for all grades, I was initially skeptical that it would keep
my students engaged and that I would have to supplement with materials I had used in the
past. Once I attended a training program, my opinion changed completely. I was able to
experience firsthand some of the labs my students would be participating in. After completing
the lab, educators were shown how the hands-on activity directly ties to the TN state standards.
The developers showed us each portion of the curriculum in depth and gave us opportunities to
use and become familiar with the platform.
Solutions | A+ Graded | 2026 Updates | 100%
correct
D632
Task 1
March 2026
A/A1: Bias Situation and Reflection
I teach in an extremely small school district with only 4 elementary schools that feed
into one middle and high school. The community is extremely tight-knit, and everyone at the
school is like a family. It is extremely likely that if my students have an older sibling, cousin, or
family friend, I have taught them in years past. When I received my class roster before the start
of a new school year, I caught myself making assumptions about how a student would behave or
perform in my class based on how their relatives had behaved and performed when I had them
as a student. Using my knowledge of prior students to make assumptions about an upcoming
student is unfair to the student, as I am judging someone I have not even met yet. The short-
term effect of this is that it could put that student into a category or group that could set them
up for failure. A long-term effect of misjudging students based on their family members could
be that, if the student notices I have put them in a certain group solely because their family
, member did not perform well, it could lower their self-esteem and cause their academic
performance to fall as well. To avoid making assumptions like these in the future, I could have
students take a preassessment to gauge how well they will perform in my class. I could also
conduct an interest survey or a “get to know you” game for students in the first few weeks of
school to help me get to know my students individually on a more personal level.
B1: Uncovering Bias
One long-held belief I challenged myself to examine thoroughly is that, to be a great
teacher, I needed to make my own custom materials tailored for my students. It is common in
my district and surrounding districts that rather than using the high-quality instructional
materials
(HQIM) provided by the district, the educators have so much success because they make their
own materials, handouts, reading and writing prompts, etc., and not due to using the rigid, or
“packaged” curriculum provided by the district. I do believe that educators are experts in their
field and can create some of the best resources. For that reason, when my district adopted a
new standards-based science curriculum for all grades, I was initially skeptical that it would keep
my students engaged and that I would have to supplement with materials I had used in the
past. Once I attended a training program, my opinion changed completely. I was able to
experience firsthand some of the labs my students would be participating in. After completing
the lab, educators were shown how the hands-on activity directly ties to the TN state standards.
The developers showed us each portion of the curriculum in depth and gave us opportunities to
use and become familiar with the platform.
