Directions:
This is an open-book, open-note exam. You may use any of the handouts, readings, and notes from the
class. You are NOT allowed to use any outside resources that were not provided in class or to collaborate
or discuss your answers with anyone outside of the class. In other words, this is an individual effort.
Late exams will not be accepted.
Question 1 (5 points)
Choose one of the scenarios below to address the following questions. For either scenario, answer the
following:
a. What are two potential causes for the learning problem(s) you have identified? Justify your
answer based on what you know about learning.
b. Discuss four solutions (two for each cause) that you would recommend to address the problem
causes you identified. Justify your answer by addressing why these two strategies are appropriate
for the identified causes and the scenario.
Scenario A
You have been asked to make some recommendations for a supplemental tutoring program for
students in a high school biology course. Many of the students who take this course often struggle
and the science department is concerned about how to support their students. You observe the class
and talk with the instructor and find the following.
Ms. B is teaching an Advanced Placement (AP) Biology course. This particular course is roughly
equivalent to an undergraduate level biology course that consists of a combination of students who
want to major in biological sciences in college to prepare for medical school, and students who want
to earn credits to fulfill general education requirements (but who are not planning to attend medical
school). The class has 30 students enrolled. Although the students seem interested in the material, Ms.
B. is frustrated by performance on exams and quizzes. She says that students are assigned a variety
of reading materials, including the “kinds of things they will be reading in pre-med classes in college
– after all, they really need to read the most relevant and current research in the field!” Because the
class is large, Ms. B is very cognizant of the fact that students could become easily distracted. As a
result, she brings in new information and material during class that complement the readings. She
doesn’t provide copies of the slides to her students because she feels that this makes things “too easy”
for the students and that making their own notes improves their understanding of the material. Ms. B
has a lot of respect for her AP students and likes to treat them as if they were undergraduate students
in college. She believes that this will facilitate greater learning in her classes. And yet, results from
weekly quizzes and the exam show that students are not learning the information. They show gaps in
their knowledge and, in a number of cases, only superficial understanding of concepts. She is
extremely frustrated because she knows that the students in her class have very strong academic
records.
Scenario B
You are a middle school counselor at the beginning of the school year and have found that many 6th
grade students are struggling with the transition from elementary school. Several have shared that so
much is different, like campus size, lack of accessibility of multiple teachers, and the number of
students in each class. After looking through student records, interviewing students and teachers, and
observing in classes, you find that students have the most difficulty with the amount of content
covered and a heavy reading load. Teachers shared that 6th graders typically struggle with exams that
focus on essay questions and application of the material to scenarios. Although many students are
struggling with understanding the readings and class material, they either do not want to seek help or
do not know where to seek help.
Question 2 (5 pts.)
You are being asked to develop a program for “at-risk” student groups at your school. Choose one group
from below to design a program and answer the following questions:
a. Explain two challenges or issues to consider for each group that will affect how you go about
designing instruction. Justify your answer based on what you know about effective instructional
design.
b. Explain how your approach to designing the course might be different for each group.
c. List three strategies for managing cognitive load that you think might be particularly relevant in
designing your course and explain why each is particularly relevant.
Group A
High school seniors who have been identified by the school as needing additional basic skills
courses in math and writing. Students must pass this course to graduate.
Group B
Middle school students that are currently not passing at least one class and must make satisfactory
academic progress by maintaining at least a 2.0 GPA.
Group C
Elementary school students new to the elementary school.
Question 3 (3 pts.)
In a short answer, describe how this course has led you to modify (or consider modifying) one of your
own learning behaviors or how you teach or plan instruction in your job. In your answer, please explain:
a. The behavior that you are changing
b. Why the previous approach was ineffective
c. Why the new approach should be more effective based on what you have learned in class
APA style, one title page and one reference page, cite the textbook up to unit 9
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