EDFD Research Presentation

8/17/2019 EDFD Research Presentation

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Spiral Curriculum

By Hazelyn Verdejo



President Benigno Aquino signed the Republic

Act. 201 also !no"n as the # to 12 Progra$

that mandated private and public schools toimplement spiral progression approach in

theircurriculum.

%&t ser'es as a response to the urgentneed to i$pro'e the quality o( Philippine

basic education.



The Philippine basic education

curriculum is congested.

)he #%12 progra$ ai$s at*+ ,decongesting and enhancing the basic

education curriculu$ (or learners to

$aster basic co$petencies-

+ lengthening the cycle o( basic education

to co'er !indergarten through year 12 .(SEAMEO INNOTECH, !"# "$.













Roles of Spiral

Approach in teaching

A sequencingstrategy

A teachingstrategy



+ spiral curriculu$ canbe understood as a

design- a written plan-

list o( subjects and expected

outcomes o( the students in

"hich one concept are

presented repeatedlythroughout the curriculu$-

but "ith deepening layers o(

co$ple/ity.

Spiral Progression



Spiral Progression Approach

+ a "ay on ho" toi$ple$ent the spiral

curriculu$.

+ is a techni%ue used inteaching "here (irst

the basic (acts o( asubject are learned-

"ithout "orrying

about details.




+ As learning progresses- $ore and $oredetails are introduced- basics are

ree$phasized $any ti$es to help enter

the$ into long%ter$ $e$ory.




+ A(ter the $astery o( theinitial topic- the student

&spirals up'ards as the

ne" !no"ledge isintroduced in the ne/t

lesson- enabling

hi$her to rein(orce"hat is already learned.




+ Progression is notonly vertical

(e.)., increasin) comple*it+$-

+ But also horizontal(e.)., broader ran)e

o applications$.



With this, two purposes are

served :

1. )he pre'iously learnedconcept is reviewed hence

i$pro'ing its retention.

2. )he topic $ay beprogressively elaborated

"hen it is reintroduced

leading to a broadenedunderstanding and trans(er

o( learning.




)he idea is to e/pose the learners into awide variety o conceptstopics and

disciplines- until they $astered it by

studying it o'er and o'er again but "ithdi((erent deepening o( co$ple/ity.

Adanza .- Resurreccion- .20134









+ 5piral Progression approachin curriculu$ is deri'ed (ro$

Bruners 5piral curriculu$

$odel 6ucas- 20114.+ ero$e Bruner "as the $ain

proponent o( spiral

curriculu$ and "as also the proponent o(

constructivism.

Proponent: !erome "runer



+ $ajor the$e in the

theory o( Bruner is that

learning is an active

and dynamic process

+ learners construct ne"

concepts based upon

their currentpast!no"ledge.

Proponent: !erome "runer



#ey eatures o the spiral

curriculum based on "runer$s

wor% are:14 )he student re'isits a topic- the$e or

subject se'eral ti$es throughout their

school career7

24 )he co$ple/ity o( the topic or the$e

increases "ith each re'isit7 and4 8e" learning has a relationship "ith

old learning and is put in conte/t "ith the

old in(or$ation.



+9ro$ a cogniti'econstructi'ists point

o( 'ie"- learners

construct newideas based upon

their pre'iously

learned !no"ledge.

&'(ST)*&T++S-: !erome "runer



What is &'(ST)*&T++S-+ encouraging students to use acti'e

techniques e/peri$ents- real%"orld proble$sol'ing4 to create $ore !no"ledge and then to

relect on and tal! about "hat they are doing

and ho" their understanding is changing.



What is &'(ST)*&T++S-

+ )he teacher $a!es sure she understands thestudents: pree/isting conceptions- and guides

the acti'ity to address the$ and then build on

the$.





+ ;radual $astery o( the desired

co$petencies is achie'ed through revisitingcore ideas in se'eral passes and relating

ne" !no"ledge or s!ills "ith the pre'ious.




+ )here(ore- unli!e the old curriculum "here

so $uch !no"ledge "as e/pected to belearnt "ithin a li$ited period- the # to 12

curriculu$ on the other hand is decongested

and sea$less.




&onstructivist Teaching:

Science1. Recognize "hat pupils already

!no".

2. )each (e"er concepts.. &$pro'e continuity across !ey

stages and progression o( the

de'elop$ent o( concepts.<. Ac!no"ledge the di'ersity o(

learners.



+ 5piral Progression approach (ollo"sprogressive type o( curriculu$.

+ Progressi'e curriculu$ anchored to ohn

=e"ey is de(ined as the total learnin)e*periences o the individual .

Spiral Progression



+ >hild centered- peer centered- gro"th centered- action

centered and also co$$unity centered.

+ !no"n to integrate se'eral subjects.

+ &Teachin) is...e*plorator+ rather than e*planator+

Bayles- 1?@@- p. ?<4

Progressivist &urriculum



+ teach and plan lessons that

deal "ith group acti'ities.

+ teachers role is 8) to

direct but to ad'ise.

Progressivist Teacher

+ ser'es as a guide

+ (acilitate learning byassisting students to

sa$ple direct e/perience.



Advantages o Spiral Progression

+ a'oids disjunctions bet"een stageso( schooling7



+ allo"s learners to learn topics ands!ills appropriate to their

de'elop$entalcogniti'e stages7




+ 5trengthens retention $astery o(topics s!ills as they are re'isited

consolidated.




+ 8e" learning has a relationship "ith old

learning and is put in conte/t "ith the old

in(or$ation.




/isadvantages o Spiral progressi

+ the rate (or introducing ne" concepts is o(ten

either too (ast or too slo".

+ All concepts are allotted the sa$e a$ount o(

ti$e "hether they are easy or di((icult to

$aster."01')0 A1T0)

5cience

@ hours"ee!6ecture and lab

< hours"ee!6ecture and lab



+ $any topics are co'ered but only brie(ly.

+ it does not pro$ote su((icient re'ie" once

units are co$pleted.+ lac! opportunity to co'er a 'ariety o(

topics "ithin one discipline in a year. Cachdiscipline requires steps




+ )here $ay be so$ere'ie" o( pre'iously

introduced topics "ithin

the chapter- but once

students $o'e on to the

ne/t chapter pre'ious

concepts $ay not be seen

again until they areco'ered the (ollo"ing year.




Spiral Progression in the




Philippines

+ &t "ill ta!e years to e'aluate i( the curriculu$

is e((ecti'e and attuned to the needs o( the

learners and the society.

% )here is no point in introducing a curriculu$that cannot be possibly i$ple$ented correctly.

=e dios- 2014





Philippines

+ Poor i$ple$entation o( an education

re(or$ leads to (ailure e'en i( the

change is the correct prescription.





Philippines

+ A $ajor part o( the i$ple$entation is the

transition stage- "hich is crucial (or the

success o( the re(or$.





Philippines

+ &t is there(ore necessary to pay close

attention to the transition process as this

stage can easily lead to ailure i( not

i$ple$ented correctly.





Philippines

As Al"ardt 20124 e$phasizes, -Transitions areinherentl+ diicult or teachers.-

Dhile trying to adjust to the change- teachers

still ha'e the obligation to gi'e the 'ery bestinstruction to the students.





Philippines

&t is there(ore 'ery i$portant that

teachers during this stage are heard

and supported.





Philippines

&( teachers are not !no"ledgeable o( the saidcurriculu$ they "ill not be able to i$ple$ent it

correctly and properly in their teaching



Spiral Curriculum

By Hazelyn Verdejo

Than% you222



)eerences+ Adanza J. and Resurreccion, J.(2015. Spiral !rogression Approach in "eaching Science in Selected !ri#ate and !u$lic Schools in %a#ite. &'S

Research %ongress. !g.2)5

+ *runer, Jero+e Sey+ore. 1-. "he %ulture of /ducation. .%a+$ridge ar#ard ni#ersity !ress.!g. 11

+ *runer, J. (1. "o3ard a "heory of 4nstruction. %a+$ridge, A ar#ard ni#ersity !ress. Retrie#ed fro+ http66

333.instructionaldesign.org6theories6constructi#ist.ht+l

+ Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA !ar"ard #ni"ersit$ Press.

+ *rian, 7. (2018 %econ&iguring Bruner Com'ressing te 'iral Curriculum. !hi &elta 9appan. , :ol. 5 4ssue -, preceding p81)88. 5p.

+ ;%oncept to %lassroo+.; "hirteen. 2008. Retrie#ed fro+ http66333.thirteen.org6edonline6concept2class6constructi#is+6inde<.ht+l

+ %ooper, . = %hap+an, %. (200. %onstructing istoryli)tg. 'ondon Sage

+ %orpuz,*.(2018 "he Spiral !rogression Approach in the 9 to 12 %urriculu+. Retrie#ed fro+http66pacu.org.ph63p263p)content6uploads6201860-6"he)Spiral)!rogression)Approach)in)9)to)12)&r)*renda)%orpuz.pdf

+ *a"is,+.(-11).Micro Pedagogies m'lementing a Micro/'iral cience Curriculum &or Middle cool Cildren. >lorida A = ni#ersity, >lorida,

SA.pp.2)8.

+ &e dios, A. (2012. &ep/d?s Spiral %urriculu+. !hilippine *asic /ducation. Retrie#ed fro+ http66333.philippines$asiceducation.us620126086depeds)

spiral)curriculu+.ht+l

+ o3ard,J.(2012. 0e 'iral Curriculum. %esearc into Practice. /ducation !artnerships, 4nc. ni#ersity of >lorida. Retrie#ed fro+ tt'eric.ed.go"2

34s'iral5curriculumid4+*788

+ asnah (2012. Spiralling through a Spiral %urriculu+. Retrie#ed fro+ http66

hasnasthoughts.$logspot.co+620126026spiralling)through)spiral)curriculu+.ht+l

+ ascolo,., *asseches,., /l)ashe+, A. (2015 Studies in eaning.Wat Would an ntegrati"e Constructi"ist Ps$colog$ oo: i:e@ :ol. 5, p28)2, (25 58p.

+ c'eod, S. (200. *runer. Retrie#ed fro+ http66333.si+plypsychology.org6$runer.ht+l

+ artin, *. (200. !rogression and continuity in learning science!erspecti#es on education pri+ary)secondary transfer in

schools.https66us.sagepu$.co+6sites6default6files6up+$inaries62582B02B*raund(artinB%hB01.pdf.

+ antiza, . (201. Spiral progression in Science. Retrie#ed fro+ http66333.slideshare.net6*/S!>16spiral)progression)in)science

+ Snider, :. (2008. A %o+parison of Spiral #ersus Strand %urriculu+. Journal of &irect 4nstruction, #8 n1 p2)

+ S/A/C 4DDC"/%. (2012. 9 to 12 "oolEit Reference 7uide for "eacher /ducators, School Ad+inistrators and "eachers. Fuezon %ity

!hilippines.

http://www.instructionaldesign.org/theories/constructivist.html



http://www.thirteen.org/edonline/concept2class/constructivism/index.html

http://pacu.org.ph/wp2/wp-content/uploads/2014/07/The-Spiral-Progression-Approach-in-K-to-12-Dr-Brenda-Corpuz.pdf

http://eric.ed.gov/?q=spiral+curriculum&id=ED538282


http://hasnasthoughts.blogspot.com/2012/02/spiralling-through-spiral-curriculum.html


http://www.simplypsychology.org/bruner.html







http://pacu.org.ph/wp2/wp-content/uploads/2014/07/The-Spiral-Progression-Approach-in-K-to-12-Dr-Brenda-Corpuz.pdf













+ "he spiral curriculu+ sprouts fro+ #arious learning theories and principles according to *runer, J. (1. 4t +ay $e su++arized

in the follo3ing +anner (asnah 2012

+ 1. Readiness of the students to learn. 4nstruction +ust $e concerned 3ith the e<periences and $acEgrounds that +aEe the student

3illing, and his a$ility to learn. A Eey aspect in this design, is the consideration of the studentsG capacity to learn ne3 ideas $y+aEing use of past Eno3ledge. "his process in#ol#es an internal reorganization of pre#iously Eno3n ideas to acquire ne3 ideas.

+ 2. 'earning +ust $e in interaction 3ith the en#iron+ent. 'earning is structured around ideas, concepts, principles, and #alues

that a society dee+s 3orthy and useful. 'earning +ust $e usa$le. 4nstruction should $e designed for students to further infer or

supple+ent their understanding.

+ . 4nstruction +ust $e structured so that it can $e easily grasped $y the student (spiral organization. 'earning sEills and attitudes

can $e achie#ed $y planning learning e<periences.

+ 8. 4nterest in a su$Hect is the ideal +oti#ation for learning. I4ntuiti#e and analytical thinEing should $e encouraged and applied

for +oti#ation in learning.

+ 5. 'earning is an acti#e, social process. 'earning in#ol#es interaction 3ith others and learning is su$Hected to social

understanding and appro#al.

/isadvantage to Progressive




0ducation

8o trans$ission o(culture to the younger

generation- the culture

"ill die out i( it is nothanded do"n.

+ thin!ing children "ill be

bored studying the content.+ students "ill not gain the

practice o( literacyli$ited

"ritten responses4





0ducation

8oisy classroo$ handled byone teacher in the large

a$ount o( students.

+ A lot $ore "or! (or the

teacher to plan a lessonand acti'ities to $a!e

the chaos $ore

organized.



3our P)'4)0SS++ST Tendency

6oo! at you response (or &te$s <- 2<- 2@-

<- @

E E K K F

+



Teacher5centered

Essentialism



0ssentialism+ )eacher%centered philosophy.+ Cssentialists belie'e in $astery learning.

+ opposed to student%centered philosophies

1ounder



1ounder

+Dillia$ Bagleyintroduced thephilosophy o(essentialis$ ineducation in the 1?0s.

+ a leading GCssentialist-opposed $any o( the

practices o( progressi'eeducation.



+ &I education abandons ri)orousstandards and conse%uentl+

provides no eective stimulus, man+

persons 'ill pass throu)h t'elve

+ears o schoolin) to indthemselves in a 'orld in 'hich

i)norance and lac/ o undamental

trainin) are heav+ handicaps,

+ Dillia$ >. Bagley said.

Purpose o Schooling



Purpose o Schooling+ Pro'ide students "ith

strong acade$ic(oundations

+ Hard "or! is

encouraged+ =iscipline is $aintained-

and basic s!ills are

(ocused upon.+ =e'elop character by

instilling in the$ respect

(or authority.

0 ti li t & i l



0ssentialist &urriculum

+ 5trong e$phasison basic s!ills inele$entary

schools.+ )here should be aco$$on core

curriculu$ that istaught to allstudents.

Teacher6s role



Teacher s role+ to teach a strict curricul

"ith !no"ledge and autbut the $ethod "as at tteachers discretion.

+ )he teacher teachesdiscipline and hard "or

+ teaches childrenprogressi'ely- (ro$ lessco$ple/ s!ills to $oreco$ple/ s!ills.

Teaching Strategies



Teaching Strategies

+Ise pro'en instructionalstrategies

+ 6ecture

+ Je$orization+ Ho$e"or!

+ )eacher and subject

centered+ Jastery learning

)ole o students



)ole o students+ 5tudents should bepassi'e and be readyto learn "hat theteacher presents tothe$.

+ )he student is to sit

still and ta!e in "hatthe teacher isteaching.

/isadvantage o 0ssentialism to




0ducation

Because it is teacher%centered- the role o( the

student is o(ten called

into question.

+ >lassroo$ setting is 'ery

rigid and disciplined7

students do not e/pand

their $inds creati'ely.





0ducationthe ne" generation "ill not

be able to !eep up "ith theconstantly changing "orld.

+ K$anu(acturingK

students that do not

thin! by the$sel'es.



3our 0SS0(T+A7+ST Tendency

6oo! at you response (or &te$s <- 2<- 2@-

<- @

E E K K F

+



&ons

+ $ecause /ssentialis+ is largely students $egin to taEe on +ore

of a passi#e role in their education as they are forced to +eet

and learn such standards and infor+ation.

+ %ritics $elie#e that $y stressing on the i+portance of

traditional su$Hects, it 3ould create a #acuu+ 3here the ne3generation 3ill not $e a$le to Eeep up 3ith the constantly

changing 3orld. "his delay 3ould not only $e har+ful $ut also

create a pro+inent difference $et3een generations.



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EDFD Research Presentation