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II.

In addition there are array of boons and banes we need to consider while implementing this

curriculum. Curriculum implementers are moving toward the inclusion of another whole dimension of

learning. Off course, spiral curriculum cannot answer all the problems that our education was facing today.

It requires a long time process and even failure, open-mindedness and creativity. But the results are worth

it.

Spiral curriculum discusses many topics briefly however, every teacher consumes less than !

minutes of teaching across a whole year to "!# of the topics they cover $%orter, &'('). *fter a -wee+ unit

discussion of a particular topic, students are eposed to those math concepts again after fourth grade. he

result of this is that students fail to master the subect involved. It is a red letter day for those who has a

bac+ground +nowledge about a certain topic and misfortune for those students who did not learn it for the

first time. *nother dilemma with the use of this design is that different topics are introduced to students with

the same amount of time. /ypothetically, addition0subtraction and fractions were delivered individually to

students in & day. he first topic mentioned is literally lot easier with the second one. Instructional time was

 wasted and sometimes there will not enough days to propose a new concept. Spiral curriculum does not

encourage adequate review in every lesson. Students will have the chance of encountering the past

lessons again net year. It controls the rate at which concepts are introduced and limits the student1s

mastery of the subect.

his curriculum design mar+s the idea that learning should be paired with the real-life situations. It

considers the student1s ability to internali2e new concepts and ideas by involving reorgani2ation of

previously +nown ideas. he main ladder in this design is interaction with the environment therefore3

principles and values learned are valuable and useful. Intuitive and analytical thin+ing are encouraged. he

concepts involved are solidified and modified each time the students revisit the subect matter. It follows a

logical process for it begins with simple topics to complicated ones. here is a great relationship between

the previous topics to the net subect obectives. eaching is more comple and multidisciplinary. Spiralcurriculum enables students to connect disciplines.

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Spiral Curriculum is a sort of li+e playing a pu22le game. here are various pieces in this game4

needs of society, needs of disciplines, student1s interests, student1s abilities, schools educational

philosophy, school1s resources, financial limitations, obectives of the school, materials assessed and

anticipated outcomes. he rule of this game is to gather and enhance all the pieces scattered to have an

efficient learning. he one who was playing the game should bring into mind that an efficient learning ta+es

a lifetime to attain. Curriculum is only one of the instruments used to enhance effective teaching-learning

process. Spiral design is appropriate for wide perspective but needs to be compressed. It is more useful if it

is bro+en down to fit into a particular grade or level. * teacher who devotes his time and intellect to students

must afford much time in implementing this curriculum design. 5valuation of the students should be done

correctly for it is difficult to identify clear progression among student1s achievement. 6earner leaders should

give priorities on student1s learning and not on the time to be consumed.