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

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

Some learning strategies and teaching ideas for adolescent brains.

Group at MIT that "explores games that promote learning through authentic and engaging play." Tons of research and projects are listed here as well.

A lengthy but information-packed paper on the nature of games and the use of play in education. I haven't read the whole thing yet, but it seems like there is a lot here. I got it from a neat organization called The Education Arcade, which I'll bookmark above.

Really interesting experimental public middle school in NY that organizes its learning around games. Lessons are "quests", grades are in terms of "novice", "apprentice", "master", etc. Interesting ideas.

Podcast from neuroscientist Richard Davidson (same one who founded the org in my link below). Talks about many of the topics from this past week- emotions, rewiring brain, etc.

Cool center at UW-Madison researching brain plasticity.

More info on motivation, plus the website has tons of other articles.

I am very intrigued by the ideas behind Brainology, more so than the program itself. I think the growth mindset versus fixed mindset could indeed have huge ramifications for many students, and I am curious to learn more about the outcomes of the Brainology project. I found myself more interested in the reading accompanying the Brainology demo than the demo itself. It seems like how a teacher implements the ideas behind Brainology in their classroom could be a deciding factor of whether or not the program is successful. They list, for example, useful questions to be asking your students that reinforce the growth mindset, and give good language to use to make sure a teacher is not encouraging a fixed mindset. It seems like the program by itself would not be enough, and that the teacher would really have to make sure he or she is embracing the ideas in the classroom in other ways as well. I worry that teachers could just show the program and that would be the end of it. As for the program itself, I find myself agreeing with some of the statements Malika and Connor have made. It does seem catered towards a younger age, and I can imagine older kids not going along with it. I enjoyed the Brain Book that I could click on for more information. I appreciated that the kids would be getting these straight facts about the brain and their own learning. I'm not sure if the reflection parts would be effective with kids or not. I found myself clicking through those sections rapidly just to get to the next section, and I wonder if kids would do the same. I think for high-schoolers, who are also desperately in need of this information, that a different interface would be needed. All in all, I love the ideas behind the program, but would be curious to see how different aged students respond to the Brainology interface.