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Particular patterns of pedagogy have been of most interest to me across the years, particularly those that shift the focus from what the teacher does to what the student does. With this shift comes an emphasis on understanding how students learn and with this knowledge in mind developing learning experiences that will allow them to develop their skills for learning.

"This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty at public institutions of higher education in a southern state. In this context, the author argues that while the term gamification is novel, the approach is not. Based on the results, current gamification strategies appear to be a repackaging of traditional instructional strategies."

A great list of ways to introduce kids to programming.

A large list of anatomy resources. Includes labs categorized by system, online quizzes, review games, vocabulary development, graphic organizers, presentations, and more.

Checked through a bunch of these-they seem suited to middle school human bio. Anybody have a similar source for high school level?

"While gamification is gaining ground in business, marketing, corporate management, health insurance,ecology and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education.The study is limited to papers that discuss explicitly the effects of use of game elements in specificeducational contexts. It employs a systematic mapping design. Accordingly, a categorical structure forclassifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applyinggamification, consisting of type of application, educational level, and academic subject,implementation and evaluation. By mapping the published work to the classification criteria andanalyzing them, the study highlights the directions of the currently conducted empirical research onapplying gamification to education. It also indicates some major obstacles and needs, such as the needfor a proper technological support, the need for controlled studies demonstrating reliable positive ornegative results of using specific game elements in particular educational contexts, etc. Although mostof the reviewed papers report promising results, more substantial empirical research is needed todetermine whether both extrinsic and intrinsic motivation of the learners can be influenced bygamification"

"There are many different levels of volunteering in our schools, from the legions of parents and other members of the community who help schools in myriad ways, to Governors support the running of our schools, to the PTA and fundraisers who provide support and funds that ultimately has a positive impact on learning and the school culture. Hundred of thousands of hours are given for free to improve the running of schools and the learning of pupils every year. Yet the relationships between schools and volunteers can be complex, and while this support is desperately needed, managing and deploying volunteers effectively can cause additional issues which schools need to think about."