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See also spiral model, a software development approach. Four spirals in a medical studies curriculum [1]. 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.
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.
The MMCP uses a spiral curriculum that sequentially introduces new concepts in action-oriented cycles that are developmentally appropriate. The "spiral curriculum" concept was first proposed by Jerome Bruner in 1960, and has since been the model for many school curricula in the US. A typical MMCP sequence of events is as follows:
The curriculum includes lesson blocks on farming (age 9 or 10), animals (age 10 or 11), plants (age 11 or 12), as well as geology, human biology and astronomy (age 12 or 13). [7] At secondary school, Waldorf schools study the historical origins, cultural background, and philosophical roots and consequences of scientific discoveries.
This learning process was based on the work of an American psychologist, Jerome Bruner. In the 1960s, Bruner found that people learn in three stages by first handling real objects before transitioning to pictures and then to symbols. [24] The Singapore government later adapted this approach to their math curriculum in the 1980s.
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
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.
Jerome Bruner is often credited with originating discovery learning in the 1960s, but his ideas are very similar to those of earlier writers such as John Dewey. [1] Bruner argues that "Practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving". [2]