WGU D629 OHM2 Tasks 1–3 – The Reflective Practitioner – (Passed Task).
Task 1: Identifying Opportunities for Professional Growth (Questions 1–65)
📚 Unit Planning & Lesson Reflection
1. A teacher is writing the introduction for D629 Task 1. Which element should be
included to establish context for the lesson being reflected upon?
A) The teacher's personal teaching philosophy only
B) Grade level, subject, school setting, and student demographics
C) A list of all students' names and test scores
D) The school's mission statement
Answer: B) Grade level, subject, school setting, and student demographics
Rationale: The Task 1 introduction must provide context including the teacher's
role, grade level, subject area, school setting (e.g., Title I, inclusion), and relevant
student demographics (e.g., number of special education students, multilingual
learners) .
2. A first-grade teacher describes a math unit on addition and subtraction. The
lesson focuses on Module Three, Session One: "What's Missing." What should the
teacher identify for each lesson in the unit summary?
,A) Only the textbook page numbers
B) The standards addressed and lesson objective
C) The names of all students who struggled
D) The principal's feedback on the lesson
Answer: B) The standards addressed and lesson objective
Rationale: The unit summary must identify the standards addressed (e.g., 1.OA.8,
1.MP.7) and the lesson objective to provide a clear framework for the reflection .
3. In the unit summary section of Task 1, what should be included about
instructional strategies?
A) Only a list of strategy names
B) A critique of why the strategies failed
C) Identification of specific strategies used (e.g., think-pair-share, manipulatives)
with brief descriptions
D) A comparison to other teachers' strategies
,Answer: C) Identification of specific strategies used (e.g., think-pair-share,
manipulatives) with brief descriptions
Rationale: The unit summary should identify at least two instructional strategies
used in the lesson and describe how they were implemented .
4. A teacher describes using "think-pair-share" and "number racks" as
manipulatives. What should the teacher explain about how these strategies were
implemented?
A) That they were used "sometimes"
B) How they were modeled and when students used them during the lesson
C) That other teachers recommended them
D) That they were used without any explanation to students
Answer: B) How they were modeled and when students used them during the
lesson
Rationale: The unit summary should explain how each instructional strategy was
implemented, including modeling and the specific points in the lesson where
students used them .
, 5. What type of assessment is described in Task 1 examples for measuring student
learning?
A) Standardized test scores only
B) End-of-year summative assessment
C) Formative assessment (e.g., exit tickets, worksheets)
D) Parent surveys
Answer: C) Formative assessment (e.g., exit tickets, worksheets)
Rationale: Task 1 examples describe using formative assessments such as
worksheets and exit tickets to gauge student understanding during or
immediately after the lesson .
6. According to Task 1 examples, what prerequisite knowledge should students
have before a math lesson on comparing fractions with unlike denominators?
A) Ability to multiply three-digit numbers
Task 1: Identifying Opportunities for Professional Growth (Questions 1–65)
📚 Unit Planning & Lesson Reflection
1. A teacher is writing the introduction for D629 Task 1. Which element should be
included to establish context for the lesson being reflected upon?
A) The teacher's personal teaching philosophy only
B) Grade level, subject, school setting, and student demographics
C) A list of all students' names and test scores
D) The school's mission statement
Answer: B) Grade level, subject, school setting, and student demographics
Rationale: The Task 1 introduction must provide context including the teacher's
role, grade level, subject area, school setting (e.g., Title I, inclusion), and relevant
student demographics (e.g., number of special education students, multilingual
learners) .
2. A first-grade teacher describes a math unit on addition and subtraction. The
lesson focuses on Module Three, Session One: "What's Missing." What should the
teacher identify for each lesson in the unit summary?
,A) Only the textbook page numbers
B) The standards addressed and lesson objective
C) The names of all students who struggled
D) The principal's feedback on the lesson
Answer: B) The standards addressed and lesson objective
Rationale: The unit summary must identify the standards addressed (e.g., 1.OA.8,
1.MP.7) and the lesson objective to provide a clear framework for the reflection .
3. In the unit summary section of Task 1, what should be included about
instructional strategies?
A) Only a list of strategy names
B) A critique of why the strategies failed
C) Identification of specific strategies used (e.g., think-pair-share, manipulatives)
with brief descriptions
D) A comparison to other teachers' strategies
,Answer: C) Identification of specific strategies used (e.g., think-pair-share,
manipulatives) with brief descriptions
Rationale: The unit summary should identify at least two instructional strategies
used in the lesson and describe how they were implemented .
4. A teacher describes using "think-pair-share" and "number racks" as
manipulatives. What should the teacher explain about how these strategies were
implemented?
A) That they were used "sometimes"
B) How they were modeled and when students used them during the lesson
C) That other teachers recommended them
D) That they were used without any explanation to students
Answer: B) How they were modeled and when students used them during the
lesson
Rationale: The unit summary should explain how each instructional strategy was
implemented, including modeling and the specific points in the lesson where
students used them .
, 5. What type of assessment is described in Task 1 examples for measuring student
learning?
A) Standardized test scores only
B) End-of-year summative assessment
C) Formative assessment (e.g., exit tickets, worksheets)
D) Parent surveys
Answer: C) Formative assessment (e.g., exit tickets, worksheets)
Rationale: Task 1 examples describe using formative assessments such as
worksheets and exit tickets to gauge student understanding during or
immediately after the lesson .
6. According to Task 1 examples, what prerequisite knowledge should students
have before a math lesson on comparing fractions with unlike denominators?
A) Ability to multiply three-digit numbers
