This workshop, which would be more accurately called the “Learning as Inquiry” Institute, worked well in giving the participating teachers adequate access to multiple different resources to build their own lessons. Although these two weeks were beneficial to the participants in more ways than one, there are some areas where there could have been better control over the workshop. The time management skills and utilization of the interns could all have been better. The amount of effort placed preparing for the weeks to come became the biggest issue throughout the two weeks and needs to be addressed to better future Inquiry institutes.

This institute’s main goal of familiarizing K-12 teachers about neurological and behavioral situations to allow them to make useful educational implications was without a doubt, a complete success. But it is important to point out that a lot of participating teachers felt once they entered the institute is an uneven balance between the science they were learning and the educational importance they were receiving; many participants thought that there was not enough focus on what everything they have discussed on the Brain suggests for education. As the teacher conducting this institute, Grobstein, it is important that you not only encourage the new and different pedagogical tools

There are some of you who will be interested in applying for this award . . . and some of you will truly deserve it!

Guidelines Now Available for the Zula International–NSTA Early Science Educator Award

First, we had discussed "moving away from the use of textbooks." Along those lines in one of the newsletters I receive there was this special report. Here's the title:

eSN Special Report: Virtual Desktops
How virtual desktops will revolutionize personal computing

. . . and it speaks to the idea of moving away from the use of textbooks.