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SEC 355 – Middle and Secondary Curriculum and Assessment


This class emphasizes the science of teaching where differentiated instruction based on knowledge of students, learning theory and curricular goals. Major emphasis is given to planning instructional objectives and lessons, sequencing and assessing objectives utilizing formal and informal assessment strategies that address individual needs.


My hope is that this page will enable you to be successful in this class and more importantly build up your teacher toolbox.



SEC 355 Syllabi with Explanations

College Life

GCU Student Success Center

What is Title I



Quick Jump to Pedagogic Modules

Developmentally Appropriate Learning

InTASC Standards Summarized

Time for Reflection

Classroom Response Systems

DOK Wheel

Using DOK to Increase Rigor

How to Apply Depth of Knowledge

DOK for Math

DOK Math Questions

DOK Games

Cognitive Complexity DOK

Depth of Knowledge (DOK)

Bloom’s & DOK

DOK Questioning Strategies

Blooms vs DOK comparison




Response to Intervention (RTI)

RTI Help Center

Challenges of RTI

Teacher’s Response to Intervention

RTI Action Network

Understanding Response to Intervention

Essential Components of RTI

Using Data to Understand your Students

Compassionate Learning 



Curricular Connections

Design & Teach a Course

What is Curricular Integration

Interdisciplinary Learning

Curriculum Definition

Types of Curriculum

Hidden Curriculum

Student Centered Teaching

Student Centered Learning

Problem Centered Curriculum



Curriculum Unit Plans

Connecting Curriculum to Instruction

How to Write a Course Description

How to get started making Curriculum Units

How to Create a Unit Plan

Planning Instruction in a Nutshell

Understanding by Design Storyboard

Lesson Plans & Unit Plans

Peer Review of Lesson Plans

Strategies for Effective Lesson Planning

Benefits of Planning

Planning for Instruction

Academic Language in the lesson plan

Academic Language on Lesson Plans

See Cindy’s Lesson Plans Galore



Differentiated Learning & Instructional Strategies

Teachers differentiate instruction through content, process, product and learning environment


Diversity, Learning Style and Culture

Differentiated Instruction

Differentiated Instruction Videos

Implementing Differentiated Instruction

Differentiated Lesson Plans

Differentiate in Math

Marzano’s Strategies for Learning

Understanding by Design Storyboard


Learning Styles

Learning Styles Inventory

Overview of Learning Styles

Multiple Intelligences

Five Surefire Ways to Engage Students

Are Learning Styles Important?

Accommodating Different Learning Styles


Instructional Strategies

See Cindy’s Instructional Strategies Webpage

Instructional Strategies List

More Instructional Strategies

10 Easy Ways to Use Technology in the Classroom

Interactive Notebooks

Questioning Techniques

Wait Time Techniques

How to Study

Extension and Enrichment Activities

Bell Work

Cooperative Learning Conference

Storming, Norming, Performing

Cooperative Learning Tasks

Additional Cooperative Learning

Instructional Strategies

Glossary of Instructional Strategies

Integrate Learning Style Activities

Prepare Students for College

Classroom Seating Arrangements

Literacy Strategies

Learning Experiences

Inspire Kids to Love Learning



Specific Positive Feedback

Providing Feedback as Formative Assessment

Making Student Feedback Work

7 Keys to Effective Feedback

Feedback using The RISE Model

Setting Objectives & Providing Feedback

Improving your Teaching: Obtaining Feedback


Evaluation & Survey

Course Evaluation Surveys

Deepen Student Surveys

Seek your own Student Feedback

Peer Review of Lesson Plans


Measurable Objectives

Think of the learning objectives as a set of skills, knowledge, and/or abilities that your students will be able to master at the end of the lesson. Then consider the assessment as a way for the student to prove they mastered the objectives.


Learn to Read your Standards

Unpacking the Standards

Moving from Standards to Objectives

Writing Measurable Learning Objectives Using Blooms Verbs

ABCD Measurable Objective

Bloom’s verbs

Integrating Bloom’s with Technology

5 Steps to Writing Clear Measurable Objectives

How to Write SMART Goals

How to Communicate Learning Goals with Students

Student Teacher Teaching to Objectives

TA Teaching to Objectives

Definitions of Learning Objectives

Aims and Objectives in Teaching

Connecting Teachers, Students & Objectives

Teach by Sharing your Objectives

Standards Based Grading



Align Standards, Objectives, Activities and Assessments

Align Assessments with Objectives

How to Align your Assessments to your Objectives

How to write an assessment based on the objective

Improving Teaching Practices

Objectives and Assessments

More on Objectives and Assessments

Lesson Planning and Evaluation

Aligning Assessments with Objectives


Accommodations and Modifications for IEP Students

See my Special Education Webpage

Types of Assessment Accommodations

Rubrics for Special Education Students

Sample IEP Rubric

More Sample IEP Rubric

Holistic Rubrics

Individuals with Disabilities Education Act (IDEA)

Accommodation and Modification Differences

Guide to the Inclusive Classroom

Supporting All Students with Inclusion

Disabilities and Special Education Lesson Plans

Holistic Rubrics

Diversity and Accommodations Tutorial

19 Simple Student Accommodations



Varied Assessments

Test is not a four-letter word, doesn’t take time from learning, not a bean-counting tactic or makes you teach to the test!  Tests are learning experiences by themselves and must be integrated within learning activities. In short, assessment IS a necessary form of teaching & learning. 


Please see my Assessments Webpage

Bloom’s 3 Domains of Learning

3 Domains of Learning

Quizlet on Learning Domains

Grading Domains

MetaCognitive Strategies

Standards Referenced Testing (SRT)

Analysis of Psychomotor Domain in Math

Psychomotor Domain Algebra Manipulatives

Affective Domain in Math

MetaCognitive Strategies

Blooms Domains Activities & Assessments

Student Self-Assessment & Peer Teaching

Progress Through Practice

Why Assessment is important

21 Ways to Check for Understanding

Conduct Assessments of Learning

Assessment Tutorial

Authentic Assessments

Constructing Tests

Classroom Assessment

Bloom’s Sample Test

Writing Great Multiple-Choice Questions

ProProff Testing Software

Free Practice of SAT (PSAT)

A Brief History of SAT

AzMerit Scoring Guide

AzMerit Practice Tests

Standards Referenced Testing (SRT)

Standards Referenced Assessments

Norm Referenced vs Standards Referenced

Criterion Referenced vs Norm Referenced

Explanation of NRT and CRT


Test Anxiety & Bias

Test Taking Strategies

Test Anxiety

Top 10 Signs of Student Anxiety

Test Bias

What Assessment Bias is

Popham’s take on Assessment Bias


Data Collections

Methods for Collecting Data

Why Teachers must be Data Experts

What is Student Data and How to Use Them

Using Data to Understand your Students

Using Data to Provide Feedback

How to Use Data Effectively

Search for School Data

Student Data can Inform your Teaching

Understanding State Test Report

A Family Guide to State Test Results

What is Data Driven Instruction

16 Teacher Hacks Collecting Data

Data Walls

Collecting Student Data

Data Driven Professional Development

Formative Assessments to Track Student Data

56 Different Ways to Gather Evidence






Graphical user interface, application

Description automatically generated Thank you for a wonderful journey! Your self-learning starts from here! “It is good to have an end to journey toward, but it is the journey that matters in the end.” –Ursula K. LeGuin


Updated 6/10/2022

Email Address:      barnes.gcu@gmail.com

Phone Number:      480 685 0116

Postal Address:     Grand Canyon University