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Building on learning through repeated exploration.
The spiral curriculum refers to an educational approach that revisits key concepts or skills throughout a learner's journey, building upon learning in a systematic and progressively more complex manner. The idea is to introduce topics at a basic level, then revisit and expand on them at later stages, allowing for deeper understanding and mastery over time.
Key thinkers in this area:
Jerome Bruner (1915 –2016)
In a spiral curriculum:
Repetition and Reinforcement: Key concepts are introduced at an initial stage and revisited in subsequent years or courses. This repetition helps reinforce the foundational knowledge.
Increasing Complexity: Each time a concept is revisited, it is explored in greater depth and complexity. Learners delve deeper into the subject matter, broadening their understanding and connecting new information to what they've learned before.
Continuous Learning: Learning is seen as a continuous process rather than a linear progression. Learners are exposed to fundamental ideas early on, and these ideas are woven into the curriculum at various points to deepen comprehension.
Cognitive Development: The spiral curriculum aligns with cognitive development theories, emphasising the importance of revisiting information as learners mature and are better equipped to understand and apply more advanced concepts.
Connection of Ideas: By revisiting concepts in different contexts and at different stages, learners are better able to see the connections between various ideas and apply their knowledge across disciplines.
Adaptability: The approach allows for adaptability, recognizing that learners may grasp concepts at different rates. The spiral curriculum accommodates varied learning paces by offering multiple opportunities for understanding.
Teaching strategies that are linked to metacognition
Identify key concepts: These are the ideas that will be revisited and expanded upon in later stages.
Plan sequential lessons: Each lesson should introduce or revisit a concept, gradually increasing in complexity.
Use varied instructional methods: This could include lectures, discussions, hands-on activities, and technology-enhanced learning.
Connect concepts across disciplines: This helps learners see relevance and connections in their learning.
Provide continuous assessment: Regular assessments help identify areas that may need reinforcement and allow for timely intervention.
Encourage reflection: Encourage learners to reflect on their learning journey and make connections between current and prior knowledge.
Scaffold learning: Scaffold learning experiences by providing the necessary support for learners to grasp foundational concepts. As they progress, gradually remove scaffolding to promote independence.
Offer opportunities for application: Application tasks reinforce understanding and help transfer knowledge to practical situations.
Adapt to individual paces: Some learners may need more time to grasp certain concepts, while others may be ready to move on more quickly. Adapt (or differentiate) teaching to suit individual learners.
Provide ongoing feedback: Feedback helps learners understand their strengths and areas for improvement, supporting their ongoing learning journey.
Read more here:
Cornford, I. R. (1997). Ensuring effective learning from modular courses: a cognitive. Journal of Vocational Education and Training, 49(2), 237-251.
Dowding, T. J. (1993). The application of a spiral curriculum model to technical training curricula. Educational Technology, 33(7), 18-28.
Harden, R. M. (1999). What is a spiral curriculum?. Medical teacher, 21(2), 141-143.
How does the spiral curriculum impact long-term retention and understanding of your subject specialism compared to other curriculum models?
What cognitive processes contribute to the enhanced retention of knowledge through repeated exposure to topics?
How should teachers balance the revisiting of core topics alongside the introduction of new content?
What assessment methods are best suited for evaluating student understanding within a spiral curriculum?
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