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The spiral approach is a technique often used in education where the initial focus of instruction is the basic facts of a subject, with further details being introduced as learning progresses. Throughout instruction, both the initial basic facts and the relationships to later details are repeatedly emphasized to help enter into long-term memory ...
It was based on the theories of Jerome Bruner, particularly his concept of the "spiral curriculum". This suggested that a concept might be taught repeatedly within a curriculum, but at a number of levels, each level being more complex than the first. The process of repetition would thus enable the child to absorb more complex ideas easily. [3] [4]
The structure of the lesson will include activities that "call upon the child's powers of listening, of body movement, of thinking, and of feeling." [4] These activities could include mental math, hand-clapping games and jumping rope, folk dances, poetry recitation, singing, and writing and drawing in unlined "main lesson books". Teachers are ...
In accordance with this understanding of learning, Bruner proposed the spiral curriculum, a teaching approach in which each subject or skill area is revisited at intervals, at a more sophisticated level each time. First there is basic knowledge of a subject, then more sophistication is added, reinforcing principles that were first discussed.
The school's motto "Spiral Up" has been compared to Scientology's term "dwindling spiral", when "one commits overt acts unwittingly", [20] although "spiral curriculum" is also a term associated with Jerome Bruner. [21] When a student needs to be disciplined they are taken to the "ethics teacher". [10]
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
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