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A physics professor at SLU uses free software to deconstruct the physics of Angry Birds. He measures velocity and acceleration over time using Tracker Video Analysis. Nice way to connect science to gaming...

"We teach numbers, then algebra, then calculus, then physics. Wrong!" exclaims the Massachusetts Institute of Technology mathematician, a pioneer in artificial intelligence. "Start with engineering, and from that abstract out physics, and from that abstract out ideas of calculus, and eventually separate off pure mathematics. So much better to have the first-grade kid or kindergarten kid doing engineering and leave it to the older ones to do pure mathematics than to do it the other way around."

Sort of a Rube Goldberg machine builder (read: physics puzzle) for your iOS device. 

A great explanation of the power of blended learning, whether or not you think Khan's Academy is the pinnacle of the practice. "Educational technology pioneer Salman Khan maps how online learning tools can help physical classrooms evolve to become hubs for creativity and hands-on experiences, and how Khan Academy and the Discovery Lab summer camp fit into that big picture."

Free physics and math "courses" for flipped teaching, from Derek Owens.

Math and Physics learning videos. Could be used for flipped teaching.

"Just as effective teaching demands that teachers establish routines to guide the basic physical and social interactions of the classroom, so too thinking routines need to be established to help guide students' learning and intellectual interactions..."

Great resource for learning about Bloom. "There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills)"

"we found that they still had many of the well-known conceptual difficulties with basic mechanics, and there was little correlation between the number of problems solved and conceptual understanding. This result suggests that traditional problem solving has a limited effect on conceptual understanding."