D187: Differentiated Instruction

Differentiated Instruction builds the practical skill of teaching to real students — readiness levels, interests, and learning profiles, not a one-size-fits-all lesson.

What D187 covers

The course examines how the classroom environment and students' readiness levels, interests, and learning profiles influence learning. K-12 educators acquire a deep understanding of their students in order to differentiate curriculum, instruction, and assessments in response to individual students' needs.

The course teaches how to effectively monitor and communicate students' progress toward standards and adjust practice as needed, preparing K-12 teachers to act as catalysts for differentiation within their schools and districts. There are no prerequisites for this course.

The D187 performance assessment

Expect a performance assessment requiring you to design differentiated instruction for a given diverse classroom, addressing readiness, interest, and learning-profile differences.

Key topics in D187

• Student readiness, interests, and learning profiles
• Differentiating curriculum, instruction, and assessment
• Monitoring and communicating standards progress

Writing tips for D187

Follow the task instructions and rubric line by line

WGU performance assessments for D187 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.

Ground curriculum recommendations in a specific grade level and subject

Curriculum and Instruction courses like D187 typically ask you to apply design principles to a specific grade level, subject, and student population rather than write about curriculum design in the abstract. Evaluators are checking whether your reasoning fits that concrete classroom situation.

Because WGU is self-paced, don't let "no deadline pressure" become no submission

There's no weekly due date forcing progress, which means procrastination costs more at WGU than at a traditional term-based school — a stalled task can quietly eat weeks of a term. Treat your own target date for each D187 assessment as a real deadline.

Why students seek help with D187

Candidates sometimes design one differentiation strategy applied uniformly rather than genuinely varying by readiness, interest, AND learning profile as the course requires — the rubric typically wants all three dimensions addressed.

How GradeEssays helps with D187

Share your classroom scenario and rubric, and your writer will build differentiated instruction genuinely addressing readiness, interest, and learning-profile differences together, not one dimension alone.

Prerequisites and program context

D187 has no prerequisites, but several later courses in this sequence (D184) require it first.

• Master of Science, Curriculum and Instruction

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