Together Through Arts - Web Sites

General UDL

• Cast.org - Center for Applied Special Technology
  
• http://www.cast.org/publications/ncac/ncac_diffinstruc.html
• Ncac.org - Nat. Center on Access to the General Curriculum
  
• http://www.udlcenter.org/aboutudl/udlguidelines - Univ. Design in Lerning Center
• trace.wisc.edu
• ericec.org/osep/udesign.htm.

Behavior Management

• http://www.intime.uni.edu/model/teacher/teac3summary.html
• http://www.theteachersguide.com/ClassManagement.htm
• http://decal.ga.gov/
• http://www.canteach.ca/elementary/classman.html
• http://www.teachervision.fen.com/page/5776.html
• http://terri.clarityconnect.com/classmanagement.html
• http://para.unl.edu/legacy/Organization/Intro.php
• http://www.ericdigests.org/1995-1/behavior.htm
• http://www.shambles.net/pages/staff/classmanag/
• http://www.ascd.org/
• http://drwilliampmartin.tripod.com/classm.html
• http://www.proteacher.com/030000.shtml 

Together Through Arts - Workshop Notes

Differentiated Instruction; Direct Instruction; Cooperative Learning

Semiotic Education and Collateral Experience in Art Ed.

Pre-correction Strategies

Coherent, consistent, positive, and proactive behavior plans

Emotional-Behavioral Disorders (EBD) do well with direct instruction

Good teachers started class quicker; spent less time talking; allotted more time for actual student performance; and used more nonverbal cues for instruction, modeling and discipline.

prosocial skills are a complex set of behaviors which take time to learn"

My CARRPU Approach

1. Develop a coherent list of expected behaviors (usually only four or five rules). 2. Equip students with the skills needed to execute appropriate behavior. 3. Continually assess the success of an implementation. 4. Create and sustain a positive environment in which all of this can take place.

About - Blog - Recent Media - Original Articles - Forum - Links - Sangha - Naturally Speaking™ - AHA 2009

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