Sean Castle | Teaching Way the Brain Learns

Sean Castle is a passionate teacher who loves to see students grow and develop into things they never imagined before. Education provides opportunities. Education opens doors to life!

Sean Castle has 20 year’s experience in education and has worked in various leadership roles since 2007. These include as Acting Deputy Principal, Head of Teaching and Learning and Administration, Head of Curriculum, Supervisor of Welfare, Head of Faculty, Head of Distance and External Education and vast teaching experience.

I also posses a wealth of policy writing, staff relations, community relations experience with excellent communication and interpersonal skills. I have range of interests and passions outside of my main career and love to serve the my community as a representative and advocate.

Sean castle explains Teaching Ways the Brain Learns

Humans think in patterns. Whenever lesson plans include a sensory experience via any number of tools for teaching, the brain immediately filters it through past experiences and categorizes it as familiar concept or a new one. The new information is integrated into the existing patterns to create new patterns of thinking. This is the brain's natural way of learning, so formulating lesson plans that specialise in finishing the core content rather than developing a lesson plan template that works with the way the brain learns is like using goldthread to stitch water.

Let's say the new sensory experience is unfamiliar and therefore the brain doesn't readily integrate it from the lesson plans into a longtime pattern, in other words it doesn't find a home with prior knowledge. Now introduce a lesson plan format with other sensory experiences that also don't fit into an established pattern, and are not related to the first sensory experience. Continue to pile disparate lesson plans one upon the opposite throughout the day in entirely different subject areas. Now you have a student's typical school day. Despite all the tools for teaching that were employed on his behalf all day, all he wants to try to to is ditch it.

If memory is the residue of thought, and these new sensory experiences have not integrated into a pattern of thought, what are the chances that anything new has been learned from any of the tools for teaching? Slim to none. There is no pattern, no glue, holding the pieces together into a whole. A lesson plan template that presents as many concepts in succession as possible to cover core content won't lead to the Holy Grail - passing standardized tests. Lesson plans that simply expose students to content don't assure learning, regardless of how great the lesson plan format.

What teachers can do instead is create lesson plans that teach students to think. Again, the brain naturally wants to integrate new sensory experiences into established patterns, so make a lesson plan template that takes an object and asks the simple question, "What is this?" This lesson plan format invites the scholar to look at the thing closely. She analyzes it, which naturally leads the brain to require to get what it's , identify it, classify or connect it to prior knowledge, and interpret what it means to what she already knows. The object has become central to the tools for teaching.

Now some thought has gone into the student's experience, and again, if memory is that the residue of thought, the likelihood of remembering what was learned from using objects as tools for teaching is greater. The teacher can use lesson plans for tactics to experience an equivalent object during a new context. The longer the scholar is engaged in focused attention, the more integrated the thought patterns, the more meaningful the training , and therefore the longer the retention. The lesson plan template can also introduce a related object to expand the inquiry. Artifacts Teach has thousands of objects to settle on from; tools for teaching that engage students' curiosity.