An interesting take on the nature vs. nurture debate as it relates to "giftedness." It adds support to the rationale for personalizing learning so that all students can reach their potential.
Engagement must be deliberately designed to improve student learning. This article talks specifically about technology, but I would challenge people to apply to any effort to "engage" learners.
Learning Styles, Left Brain/Right Brain, and 10% are myths that we need to stop using to guide our teaching. They don't help, and they probably waste money and effort that could be used on things that actually help. You know, like good teaching (pre-assessment, goal-setting, differentiation, and keeping learners in their ZPD).
Report from the Aspen Institute about policy changes and general philosophy changes needed in order to achieve student-centered learning, and the importance of technology to make this work.
Michael B. Horn debunks a critique of personalized learning. The critique basically equates "multiple intelligences" or "learning styles" with personalized learning, which is a straw-man argument.
“There is no credible evidence that learning styles exist.” (p. 33)
“Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning.”
A radical change for a major university- a degree program where you get credit for what you already know, and can work at your own pace. They even claim it's personalized.
"Teachers need to know how to facilitate a different kind of learning environment that is flexible, personal, and creative. Personalized learning means that learners own and drive their learning not the technology using algorithms based on performance that controls learning. Learners need to learn how to think on their own. This will not happen if adaptive learning systems control how and what they learn."
Pros and Cons of Flipping, along with some clarifications about what it is supposed to do, and why you need to be careful not to use it to just perpetuate the lecture format.