D751 Advanced Clinical in Elementary and Special Education is taken immediately before Student Teaching I at Western Governors University. It gives candidates in the dual route hands-on classroom experience under experienced mentors, plus a pedagogical performance assessment.
Your task is to show a coherent planning, learning and assessment cycle that works for a group with varied needs, and to reflect honestly on your growth.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Code | D751 (check your degree plan) |
| Position | Immediately before Student Teaching I |
| Competencies | Four |
| Key task | Pedagogical performance assessment |
What D751 Covers
| Competency (summarized) | Dual-route meaning |
|---|---|
| Applies knowledge of learning and developmental patterns | Typical and individual development |
| Demonstrates the planning, learning and assessment cycle | Objective, activity and check that fit together |
| Reflects on growth in dispositions and ethics | Professional maturity |
| Reflects on the Advanced Clinical experience | Insights for student teaching |
A Cycle That Works for Mixed Groups
Plan with Options
State the objective once, then show multiple ways to access it and to show learning.
Example (illustrative): Objective: pupils will retell the beginning, middle and end of a story. Teaching: story map with pictures, retell in pairs. Assessment: pupils retell orally, with pictures or in writing, and you record which sections each included. The objective is the same; the route differs.
Assess to Adjust
Say what you will do when the check shows a gap: reteach, regroup or add practice.
Reflect on Both Lenses
Describe what you learned about general instruction and about individual supports.
Typical Work and Approaches
| Work type | What it tests | Approach |
|---|---|---|
| Classroom participation | Engagement | Lead groups |
| Performance assessment | Cycle coherence | Align and annotate |
| Reflections | Growth | Evidence |
Evidence in a Dual-Route Lesson
Choose evidence that shows learning for the whole group and for individuals: a short exit activity with response options, a checklist of skills observed or an anonymized work sample. Explain what each shows and what you did next.
| Evidence | What it shows | Follow-up |
|---|---|---|
| Exit activity with choice of response | Understanding across ways of responding | Reteach to those who missed the target |
| Observation checklist | Skill use during the task | Adjust supports |
| Work sample | Depth of understanding | Plan next step |
Growth in Dispositions and Ethics
Compare your professional behavior early and late in the clinical. Choose two dispositions, such as responsiveness to feedback and respect for confidentiality, and give one example of each. Say what you will keep doing in student teaching.
Preparing for Student Teaching I
This course comes immediately before Student Teaching I in the dual route. Use it to practice routines, co-planning conversations and data collection you will need next. Close your reflection with two or three specific goals for your first student teaching weeks.
A Planning Table for the Assessment
| Stage | Ask yourself | Evidence |
|---|---|---|
| Objective | Is it observable and suited to the age group? | One clear sentence |
| Check | Can all learners show understanding in some way? | Options for responding |
| Teaching | Do steps lead to the check? | Sequence and timing |
| Supports | Who needs what, in general terms? | Named supports |
| Review | What will I change next time? | Honest reflection |
Work through the table before writing the final plan, and share it with your mentor. A plan that survives a mentor's questions is usually ready for the rubric.
Working with Your Mentor Before the Assessment
Share your draft plan with your mentor at least a day before teaching. Ask where learners might struggle, which supports already exist and whether the timing is realistic. Their answers help you refine the plan, and the conversation itself becomes evidence of collaboration.
After teaching, ask for one strength and one suggestion, then write them down straight away. In your reflection, describe how you used the suggestion. Dual-route classrooms often involve two adults, so try to hear from both the general and special educator if your placement allows.
- Share the plan early.
- Ask about existing supports.
- Request specific feedback.
- Record what you changed.
Where Students Get Stuck
- Different routes, different objectives. Keep one objective.
- Assessment mismatch.
- Generic reflections.
- Time.
Study Tips for D751
- Draft the check first.
- List the supports in your plan.
- Anonymize work samples.
- Ask for mentor feedback.
How We Help with D751
Send your prompt, rubric and draft. We provide model examples and editing feedback. See the education assignment help guide.
GradeEssays is independent of Western Governors University and cannot teach in your placement or access your account. Our work is study support within WGU's academic integrity rules, with free revisions and a full refund if late.
Plan a Lesson Cycle for Every Learner
Share your plan and rubric. We provide model examples and editing feedback.
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Frequently Asked Questions
Immediately before Student Teaching I.
Four.
It shows the planning, learning and assessment cycle.
Student Teaching I in Elementary and Special Education.
The dual route.
No.