D706 is the early clinical course in WGU's elementary education programs. The Bachelor of Arts guidebook lists Early Clinical in Elementary Education at 3 competency units; the MAT guidebook lists it at 2.
WGU describes it as an immersive classroom experience with mentor teachers, including observation and reflective practice.
For many candidates it is the first time in a classroom as a trainee rather than a parent or visitor. The work tests whether you can notice teaching decisions, apply a strategy with some purpose and reflect with professional honesty.
WGU's student teaching page says candidates complete a minimum of 65 hours across early and advanced clinicals in the elementary program.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D706 |
| Level | Bachelor's or MAT, depending on program |
| Size | 3 CUs (BA) or 2 CUs (MAT) in the guidebooks |
| Hours | WGU states a minimum of 65 hours across early and advanced clinicals |
| Type | Placement with observation and reflection |
What D706 Covers
| Competency (WGU wording, summarized) | What it means in practice |
|---|---|
| Applies instructional strategies drawing on content and pedagogy | Using a technique from your coursework with a purpose |
| Reflects on professional dispositions and ethics | Reliability, respect, confidentiality and collaboration |
| Reflects on the Early Clinical teaching experience | An honest account of learning and next goals |
Key Concepts Explained
What to Watch For
Look at routines, transitions, questioning, feedback and how the teacher checks understanding. Note what the teacher says and what children do in response.
Example observation: "At the end of the reading lesson the teacher asked pupils to show thumbs up, sideways or down. She then pulled four pupils who showed sideways into a small group." This records a check for understanding and a response to it, which you can then link to a concept in your assessment course.
Professional Dispositions
Dispositions are habits of professional behavior. Evidence might be arriving prepared, accepting feedback, protecting confidentiality or respecting families.
Growth Goals
A strong reflection ends with specific goals: "I will plan two open questions per lesson", not "I will improve".
Typical Assignments and How to Approach Them
| Evidence | What it shows | How to approach it |
|---|---|---|
| Observation log | Noticing practice | Facts first, interpretation second |
| Strategy attempt | Applying learning | Describe the plan, what happened, what you would change |
| Dispositions reflection | Professional conduct | Use a specific situation |
| Final reflection | Growth | Evidence, learning, goal |
A Competency-by-Competency Study Approach
- Strategies. Choose one strategy per visit and prepare a short plan.
- Dispositions. Write down one professional moment after each visit.
- Reflection. Use a consistent three-part structure: what happened, what it means, what next.
Where Students Get Stuck
- Scheduling visits. Agree dates with your mentor early.
- Too much narrative. Keep descriptions short.
- Privacy slips. Never name pupils.
- Reflection without evidence. Cite what you saw.
A Simple Observation Log Format
| Column | What to record |
|---|---|
| Time and lesson | Start time, subject, grouping |
| What the teacher did | Questions asked, routines, directions |
| What pupils did | Responses, engagement, misunderstandings |
| Link to coursework | One concept this illustrates |
| Question for my mentor | One thing to ask later |
Fill the first three columns in the room and the last two afterwards. Never record names; use "a pupil" or "a group".
Trying a Strategy Well
When you apply a strategy, treat it as a small experiment. Name the strategy, say what you expected, describe what happened and say what you would change. For example, if you tried a turn-and-talk, report how many pupils engaged, what you heard and how you would adjust the prompt next time.
Evaluators look for that cycle of expectation, evidence and adjustment far more than for a perfect lesson.
From Observation to Reflection
| Stage | Example |
|---|---|
| Observation | The teacher used a countdown and a hand signal to end group work. |
| Interpretation | A predictable signal reduces lost time and sets expectations. |
| Link to learning | This connects to routines in your learning environments coursework. |
| Next step | I will try a consistent signal and note how quickly pupils respond. |
Use the same four-stage format in each reflection entry; it is easy to write after a busy day.
Study Tips for D706
- Bring a small notebook and note times, not names.
- Ask your mentor one question per visit about a decision she made.
- Draft the reflection within 24 hours of each visit.
How We Help with D706
Send the prompts, rubric and your own notes, with identifying details removed. A tutor can explain strong reflection, edit your draft for clarity, or write a model reflection on an invented scenario. See our education assignment help guide for wider support.
GradeEssays is independent of Western Governors University. We cannot attend your placement or write reflections for submission as yours. Use our help as study support under WGU's integrity policy. Orders are written from scratch, with free revisions within the scope of your original request and a full refund if late. No pass is promised.
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Frequently Asked Questions
3 in the BA Elementary Education guidebook and 2 in the MAT guidebook.
WGU's student teaching page states a minimum of 65 hours across early and advanced clinicals for its elementary program. Check your handbook for details.
The three competencies: applying strategies, reflecting on dispositions and ethics, and reflecting on the experience.
No. Keep all documents free of identifying details.
Advanced Clinical, then Student Teaching I and II.
No. We tutor and edit your own work. You write and submit your own reflections.