PATHS macro-level sequencing combines spiral and topical sequencing patterns¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The lesson ordering in the PATHS Feelings and Relationships Unit tends to combine spiral and topical sequencing. → Wu 2000

Evidence¶

Wu 2000¶

Wu, Yann-Shya. (2000). Guidelines for Instructional Sequencing in Emotional Literacy Learning Using PATHS Curriculum as an Example. https://eric.ed.gov/?id=ED455810

q2 · i? · theoretical · r2

The author's flowchart analysis of lesson ordering across the fifty-six lessons of the Feelings and Relationships Unit found the sequencing "tend[s] to be a combination of" spiral and topical patterns rather than either alone.

"the patterns of sequencing of the topics to be taught tend to be a combination of two popular types of curriculum sequencing: spiral and topical sequencing."

Discussion¶

Related Claims¶

• PATHS spiral sequencing treats basic emotions as prerequisites for complex emotions across four levels of complexity — related
• PATHS topical sequencing follows a general-to-detailed continuum, the Simplifying Conditions Method, and synonymous and antonymous relationships — related
• Within-lesson sequencing in the PATHS Feelings and Relationships Unit proceeds from cognitive to behavioral to affective and from external to internal — related