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SED 444 - Secondary Methods and Data-Driven Pedagogy


This class emphasizes the science of teaching where data drives instruction, purposefully embeds higher order thinking and creates a variety of assessments.  My hope is that this page will enable you to be successful in this class and more importantly build up your teacher toolbox.



SED 444 Syllabi with Explanations

College Life

GCU Student Success Center

What is Title I




Quick Jump to Pedagogic Modules


Developmentally Appropriate Learning

Design & Teach a Course

InTASC Standards Summarized

Time for Reflection

Classroom Response Systems

Direct Measurement Videos


Instructional Design

Instructional Design

Learning Theories

Learning Theories and associated Instructional Design

Instructional Design Models



Curriculum Unit Plans

Course Descriptions

Curricular Connections

What is Curricular Integration

Interdisciplinary Learning

How to get started making Curriculum Units







Differentiated Learning & Instructional Strategies


Diversity, Learning Style and Culture

Differentiated Instruction

Learning Styles Inventory

Overview of Learning Styles

Multiple Intelligences

Multiple Intelligences – Diggin’ Deeper

Multiple Intelligences Test

Five Surefire Ways to Engage Students

Are Learning Styles Important?

Accommodating Different Learning Styles

GCU Media


See Cindy’s Instructional Strategies Webpage


Learn to Read your Standards

Bell Work

Cooperative Learning

Cooperative Learning Conference

Storming, Norming, Performing

Cooperative Learning Tasks

Additional Cooperative Learning

Instructional Strategies

Peer Review of Lesson Plans

Differentiated Lesson Plans

Integrate Learning Style Activities

Prepare Students for College

Classroom Seating Arrangements

Strategies for Effective Lesson Planning

Student Centered Teaching

Benefits of Planning

Planning for Instruction

Resources on Teaching and Learning

Literacy Strategies

Learning Experiences


Measurable Objectives – Think of the learning objectives as a set of skills, knowledge, 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 are capable of that mastery.

Developing Measurable Objectives

Unpacking the Standards

More on Unpacking the Standards

ABCD Measurable Objective

Bloom’s verbs


Varied Assessments – Test is not a four letter word, doesn’t take time from learning, not 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 form of teaching & learning. 


Please see my Assessments Webpage



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


Accommodations and Modifications for IEP Students


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


Data Collections

Methods for Collecting Data

Why Teachers must be Data Experts

Ideas to help Teachers Collect Data

Using Data to Understand your Students

Using Data to Provide Feedback

How to Use Data Effectively

Search for School Data


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 7/26/2018

Email Address:         Cindy.Barnes@my.gcu.edu
Phone Number:         (480) 685-0116
Postal Address:         Grand Canyon University