Goes more in-depth on what is meant by "Least Restrict Environment" in IDEA. This article definitely answered some of the questions I had about working with students with disabilities

Not a game page, but this teacher has compiled a great compilation of science resources and visuals for ELL learners!

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

This blog has some great links to additional educational game researches that could be put to good use in the classroom

Pure science without psychology, but I still thought you might find this interesting. I certainly did : )

This review has some very interesting ideas about centralization in schools- an idea I ran into a lot when researching my SEL program. I'm not sure if all of the ideas are applicable to a typical public school classroom, but there are some good points about the role of student choice in learning

This service claims to connect classrooms globally for collaborative projects, which could be a really neat way to involve students in meaningful work, especially in the sciences.

This looks like a great model for teaching math discourse. Regularly incorporating an activity like this may also benefit EL students- they get to listen to other students using math language and try out their own language in a small group session.

Brainology Review: I found the Brainology program to have many positive ideas about student learning and intelligence. The premise behind the program, that fostering a "growth mindset" will allow students to understand that intelligence can be developed, is a technique I found intriguing and one that seemed to be supported by research. The program that students will see seems to coincide with this idea of developing a growth mindset through understanding the brain and how it functions. I liked that the teaching guide allowed the teacher to explore and learn about the ideas presented in that lesson through additional research while working with students. Each lesson also provided a variety of materials that could be used, in addition to the video portion of the program, to engage students and create discussion, which was one of my favorite parts of this program. I also found the many opportunities for student reflection within the program helpful and especially liked how the student's answers were saved in a journal which could be referenced at anytime during the program. While I found the ideas behind this program very positive and helpful, I found fault with the video presentation. While it was obvious that the creators were attempting to make their characters modern and relatable, I found the two students stereotypically and believe it would be difficult for students, especially older students, to get past these stereotypes and concentrate on the material presented. I also felt that the way the characters interacted with material reinforced ideas about learning, and especially about science, that could be harmful. Most of the material was passed down to the children in auditory, lecture-type format (the doctor or brain orb spent a lot of time talking while flashing images appear on the screen). There are some interactive activities in "the lab", but these seemed like reiterations of previously taught ideas and have no real discovery or thinking