Each week, we would revisit a different skill. I would choose a game/activity that reviewed a previously taught concept.
#Spiral review in math free#
Get TONS of FREE resources perfect for Spiral Review! Just click the button below and I’ll give you access to my Freebies!!Įach week I made a point to incorporate at least one “spiral review” center in Reading and Math. This was great because it also promoted differentiation in my teaching, which is a whole other topic. The spiral review part of my group lessons moved at its own pace. Each day I would focus on a previously taught skill and provide extra practice with that skill.
Small group instruction – I used small group instruction to reinforce my whole group lesson, and also provide at least 5 minutes of spiral review. This is NOT spiraling, but it was what worked for me in my classroom. This was the time to lay the foundation for each skill I presented. When I was done teaching and assessing a concept, I moved on to the next one. I taught for an entire week or two on one specific skill. Whole Group Lessons – this is probably one of the only areas I used the chunking method. My goal was to spiral when I could, and when it made sense. When I decided to start spiraling, I knew I wouldn’t be doing it 100% of the time. The strategies I’m going to mention do not require a whole lot of prep-time and are very easy to implement. I must warn you that I am a teacher who likes things that are effective, yet “low-maintenance”. I’m sure there are many different ways to approach spiraling the standards, but I can only tell you what has worked in my class. Spiraling through Instructionīy now, you must be wondering how this will look in a classroom. For me, spiraling is ONE crucial component of an effective classroom, not the only part. Many teaching strategies are used in both methods. Chunking and spiraling refer to how information is presented, not taught. Students may not grasp a concept the first time around, but by having multiple experiences with the concept throughout the year, they will surely have time to understand it by the end of the school year. In the second method, the spiraling method, we are providing multiple opportunities for our students to be successful and for us to assess our students, reteach when necessary, and see where they still need help. We are also not giving ourselves enough time to teach and reteach the standards to our students. We are not giving them enough time to grasp the concept being taught. 
In the first method, the chunking method, most students will not be successful. Instead of teaching fractions in October and hoping our students still remember them by the time April rolls around, we touch on fractions continuously throughout the year. Or, two, we “spiral” standards in small doses throughout the entire school year. One, we present information in “chunks” by teaching one skill at a time. It’s simple, really…there are two main ways of presenting information to our students.
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