D807 is a methods course in WGU's secondary education programs. WGU describes it as preparing candidates with essential instructional skills for adolescent learners: how adolescent development shapes learning, how secondary school settings influence instructional choices, and how to apply effective teaching strategies, including lesson planning, differentiation, assessment and technology such as AI tools.
It is usually an early course that sets the foundations for later subject-specific methods. Candidates find the challenge is specificity: the rubric wants to see your reasoning applied to a named class, not general statements about good teaching. A graduate version of this course exists in the MAT programs.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D807 (undergraduate version) |
| Level | Undergraduate teacher preparation |
| Program area | Secondary education (teacher licensure) |
| Subject area | Methods of teaching adolescents |
| Typical work | Performance assessment tasks on lesson planning and teaching approach (check your task) |
What D807 Covers
The competencies in WGU's guide for this course are:
| Competency (summarized) | What it means in practice |
|---|---|
| Relate key characteristics of adolescents to learning | Explain how development affects attention, motivation and identity |
| Relate secondary settings to instructional choices | Consider schedules, class size, subjects and school culture |
| Implement instruction that considers secondary learners | Plan lessons that suit adolescents and their setting |
| Write a philosophy of teaching | Draw on educational theory and evidence-based practice |
The course description also names differentiated instruction, formative and summative assessment and the integration of technology, including AI tools.
Key Concepts Explained
Adolescent Development
Adolescents are developing abstract thinking, identity and independence. They are sensitive to peers and to relevance. Teaching choices should respond to this, for example by giving choice and purpose, and by structuring collaboration.
Example: A grade 8 science lesson on water quality lets groups choose a local water source to investigate. The choice supports autonomy and the local focus supports relevance.
Differentiation
Differentiation adjusts content, process or product to meet varied readiness, interests and needs while keeping the same learning goal. It must be specific, not a statement such as "I will differentiate".
Example: For one objective, students analyze a data set. Some receive a partly completed table, some work from a blank one, and some also choose a second variable to explore. The goal is the same; the support differs.
Assessment Alignment
Formative assessment checks learning during the lesson to guide the next step; summative assessment judges learning at the end. Both should match the objective, so the task students do measures what you said they would learn.
Typical Assignments and How to Approach Them
| Task element | What it tests | How to approach it |
|---|---|---|
| Learner and setting analysis | Applying development knowledge | Describe the class and tie two characteristics to planned choices |
| Lesson plan | Planning | Align objective, activities and assessment |
| Differentiation plan | Meeting varied needs | Give specific supports for named groups |
| Philosophy of teaching | Theory into practice | Name a theory or evidence base for each belief |
An Alignment Check
Before submitting, test the lesson with a simple check across its parts.
| Question | If no, revise |
|---|---|
| Is the objective measurable? | Rewrite with an action students can show |
| Does the main task produce evidence of it? | Change the task or the objective |
| Is there a formative check during the lesson? | Add a quick question or exit ticket |
| Are supports named for specific learners? | Replace general statements with concrete supports |
Readiness Checklist Before You Submit
A methods plan is persuasive when each part connects.
| Check | What to confirm |
|---|---|
| Class described | Grade, subject and learner needs are specific |
| Development linked | Adolescent characteristics shape named choices |
| Setting considered | School context influences instruction |
| Assessment aligned | Formative and summative tasks match the objective |
| Theory cited | Philosophy statements are supported |
Where Students Get Stuck
- One-size-fits-all lessons. Differentiation needs concrete examples.
- Misaligned assessment. The task must measure the objective.
- Philosophy without theory. Support each belief with theory or evidence.
- AI tools described loosely. If your task includes AI, say how and why it is used, and what students do themselves.
Study Tips for D807
- Choose one class you can describe in detail and use it throughout.
- Write objectives with action verbs first, then plan backwards.
- Keep a short list of theories you can cite accurately.
- Reread the rubric after each draft section.
How We Help with D807
Send your subject and grade level, the task and rubric, and any draft. A writer with teaching experience can prepare a custom worked plan for study, explain differentiation and assessment alignment, or review your plan for gaps. See our education assignment help guide for how orders work.
GradeEssays is independent of Western Governors University. Model work is for study and reference; what you submit must be your own under WGU's academic integrity policy, and no outcome is promised.
We do not complete licensure exams or classroom placements. Orders are written from scratch with free revisions within the scope of your original request, and a full refund if late.
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Frequently Asked Questions
WGU's MAT programs include General Secondary Methods as a graduate course with the same focus.
Adolescent development, secondary settings, lesson planning, differentiated instruction, assessment and technology including AI tools.
Placements come later in the program; check your degree plan for your sequence.
Formative checks happen during learning to guide teaching; summative assessments judge learning at the end.
Specific enough to name the learners or groups and the support each receives.
WGU lists them among technologies to integrate; explain purpose, student role and limits.