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A relatively through (though opinionated) discussion about the state of video games, education, and their intersection

This short article talks about video games from a different perspective (though not necessarily in reference to schools), but I believe the focus on moderation is an important one

Interesting video regarding Disneys use of haptics to make people feel like they are getting a "real" experience

An interview with a neuroscientist who had a study mentioned in Walsh's book. Contains more info on the study about teenagers misinterpreting emotion.

Why dopamine is released both when using drugs and when climbing a mountain. Why Don't Students Like School: Chapter 1

I liked the point in chapter 2 that while we all want to encourage deeper thinking, that's not possible without knowing the facts. I've been pondering what are the best ways to encourage deeper thinking WHILE learning the necessary facts. This page has a lot of good ideas within.

I found a whole website dedicated to memory improvement!

This article deals with depression among teens, possible sources of depression, and reasons why these episodes should be taken very seriously.

Learned helplessness can apply to both humans and animals. It is particularly applicable for our students, who may have LEARNED that they just cannot grasp math and/or science.

This is a great point, Connor. I wonder how students displaying learned helplessness behaviors compare to students we talked about this summer who choose not to learn. Could they be related? And how could we, as teachers, address this issue when it may be so ingrained in some of our older students?

Here is a site with more information on using visible thinking strategies.

Interesting description of "typical" teen behaviors as related to neuroscience

Here's a talk from another neuroscientist. Many of the ideas we've encountered in Walsh's book, but some other interesting parts too.

"The researchers calculated how much of the variation in MCAS scores was due to the school that students attended. For MCAS scores in English, schools accounted for 24 percent of the variation, and they accounted for 34 percent of the math MCAS variation. However, the schools accounted for very little of the variation in fluid cognitive skills - less than 3 percent for all three skills combined."

This is a video that breaks it down into more simple means for the students to understand how we categorize our memory when learning.

Why Don't Students Like School? Chapter 2

Why don't students like school?

This seems pretty helpful, almost a summary of the big take-away points from the book :)