« Q and A Forum - Please ask the community anything

Spiral Curriculum: What It Is And How It Is Used In Education

When the teaching staff of an educational center tries to plan how to write my paper for me, it is common to talk about aspects such as the objectives to be achieved, the content to be taught, the teaching method ...

However, it is common to leave aside or ignore how to organize the knowledge that will be presented during the year, limiting themselves to teaching them one after the other and with the sole intention of waiting for the students to be able to memorize it and demonstrate it in an exam.

In recent years there has been an attempt to change this way of teaching, trying to promote meaningfully learning by making sure that not only what is given in class is memorized, but that it is understood and related to other knowledge. It is in this context that takes special importance the concept of the spiral curriculum, a way of organizing the knowledge of the academic year that we will see in more detail in this article.

What is a spiral resume?

The spiral curriculum is an educational program in which a review of the previously explained knowledge is made during the course. This review is done iteratively, that is, in class the notions and topics previously seen are repeatedly addressed.

One should not fall into the mistake of thinking that this type of curriculum implies the mere repetition of the knowledge given over and over again in a superficial way, hoping that the students will memorize point by semicolon by comma what has been explained to them. In the spiral curriculum, the intention is to establish knowledge by deepening it, inviting reflection and investigation.

The first person to describe this idea was Jerome Bruner in 1960. This New York psychologist observed that teachers who taught math, history, and science and were able to pass their knowledge on successfully shared, to a greater or lesser extent, the following teaching methodology.

First, they presented a series of basic ideas or operations in an intuitive way. After mastering these basic notions, they were gradually reformulated with greater complexity, in addition to being connected with other previously acquired knowledge. As a result of this process, the aforementioned subjects were successfully learned, no matter how much content they had and how difficult they might seem.

With this method of organizing knowledge, Bruner defended the idea that courses should be fostered around the learning of socially valued issues, principles, and values. The purpose of this was to enable the students to learn useful knowledge, which they knew how to apply in their daily lives and would facilitate them to function as socially adopted adults.

Key features

The main characteristics of this type of educational curriculum are described below.

1. Content review

Throughout the entire course, students see the same theme or idea on several occasions.

Throughout the entire course, the students return to see, on several occasions, the topics already given previously.

Thus, by repeating the explanations of knowledge, it is possible to see to what extent the students have learned it and detect possible doubts that may exist.

2. Progressive difficulty

In the beginning, the theme is introduced in a simple and basic way, with the intention that the students can get a general idea about the given notion.

Later, when the subject is dealt with again, it will be done in a way in which there is more complexity, introducing more details and increasing the difficulty.

Thus, as the complexity of the syllabus progressively increases, learning occurs in a more fluid way, without running the risk of the student getting burned by not understanding what is new explained in class?

3. The new is related to the old

New information and skills are introduced, which are related to the knowledge given in previous phases of the spiral.

What was learned at the beginning of the course, that is, in the first loops of the spiral, is directly linked to what will be learned later.

If the first knowledge is properly introduced, the student will not feel oversaturated when it is explained again in a more complex way in the future.



0 replies