螺旋式教学-spiral teaching strategy for deep learning.

Example

Dividing a difficult physics topic like electromagnetism into manageable sections: introducing the basic concept of electric charges first, then magnetic fields, and later moving into how they interact.

Scenario

In a high school physics class, students initially learn about basic electric charges in one term. In the following term, they revisit the concept but now explore how electric fields and magnetic fields are related, with each stage introducing more depth.

Example

In language learning, vocabulary is revisited periodically, with each cycle introducing more complex sentence structures and uses.

Scenario

In a beginner Spanish course, students first learn basic greetings and simple present tense verbs. In later lessons, they review the same vocabulary but apply it in past and future tense conversations, thus reinforcing and expanding their knowledge.

Example

Teaching programming starts with basic syntax (variables, loops), then progresses to functions and classes, and eventually covers advanced concepts like algorithms and data structures.

Scenario

In a computer science curriculum, students begin by learning Python basics in the first term. In the second term, they build on these basics by creating small projects, eventually moving towards solving complex algorithmic problems in their final term.

Example

Allowing students to explore a historical event (e.g., World War II) through multiple lenses: initially learning key dates and events, and later analyzing causes, effects, and perspectives from different countries.

Scenario

In a history class, the first lesson may focus on key events and battles of World War II. In subsequent lessons, students revisit the topic to explore economic impacts, social changes, and differing perspectives of countries involved, encouraging deeper critical thinking.

Example

Providing structured assistance with solving complex math problems initially and gradually reducing the level of help as students gain independence.

Scenario

In a geometry class, students begin by working on problems with the teacher’s guidance. Over time, the level of guidance is reduced as they become more comfortable with the concepts, encouraging them to tackle problems independently.