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ABOUT THE AUTHOR
Ashle Bailey-Gilreath
Ashle holds a Master’s degree in Cognition and Culture from the Institute of Cognition and Culture at Queen’s University Belfast. She currently works as a Research Assistant at the Institute of Cognitive and Evolutionary Anthropology at the University of Oxford and is the Web and Social Media Coordinator for the Evolution Institute and This View of Life Magazine. Her research interests broadly include ritual, identity, human cooperation and conflict, international relations, and human rights.
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ADHD adolescence attention autism book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding elementary school embodied cognition emotion evolution exercise experts and novices gender high school homework intelligence long-term memory math methodology middle school mind-wandering mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
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- From Destruction to Rebuilding: Hope in Science’s Down Cycle on When Analogies Go Wrong: The Benefits of Stress?
- Dual Coding: Boosting Learning Through Words and Images – White Dragon of East County on Visual & Verbal: Welcome to “Dual Coding”
- "All People Learn the Same Way": Exploring a Debate |Education & Teacher Conferences on The Goldilocks Map by Andrew Watson
- URL on Difference Maker: Enacting Systems Theory in Biology Teaching, by Christian...
ABOUT THE BLOG
Can Our Evolutionary Past Help Shape Our Classrooms’ Future?
Humans are genetically adapted for learning. The transmission of information, skills, culture, and knowledge from…
Ostracism Hurts: Why being ignored can be just as painful...
Stories of bullying and harassment in schools have become all too familiar. But there is…
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Why Your Learning Style Isn’t Helping You Learn
I have a confession to make: I was an avid “visual learner” all through grade…
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“Explain Yourself”: A powerful strategy for teaching children cause-and-effect
Want to help kids learn? Ask them to explain what they are learning in their…
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The Problem with Believing in Innate Talent
“It’s OK, some people just aren’t good at math”. We’ve all heard this before. In…
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Starting Early: The Benefits of Teaching Counterintuitive Concepts in Childhood
Science seems to always challenge our intuitive understanding of the world. Even as an adult,…
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