Why we circle back (on purpose)

Why we circle back (on purpose)

The power of looping for incarcerated learners—and how to do it without sounding like a broken record.

When I say looping, you say… Wait, didn’t we already talk about this?

Exactly. And that’s the point. 

Looping is the instructional magic trick that makes new learning possible by going back to old learning. But it’s more than just “review.” Looping is about building meaning over time—revisiting the same concept through a new lens, at the right moment, so it sticks. 

(Psst: Your brain’s already feeling more confident right now—because there’s a hint of familiarity. And now it’s curious, craving a little more. That’s the sweet spot. That’s the climb. Looping doesn’t just bring you back—it takes you higher.)

You’ll walk away with:
  • A fresh definition of looping that doesn’t feel like déjà vu
  • The neuroscience behind why it works—especially in high-stress learning environments
  • Practical ways to use looping across a full course without sounding repetitive
  • A checklist to make sure your loops feel intentional, not accidental

The jargon you actually need to know

  1. Term: Spiral Curriculum Theory - aka “looping”
  2. What it is: An approach to teaching where key concepts are introduced early and then revisited at increasing levels of complexity over time. Instead of learning something once and moving on, learners return to important ideas again and again—each time with deeper understanding and new applications.
  3. The core idea? Learning builds like a spiral: upward and outward, not circling in place.

What the science says: Spiral curriculum theory:

  • Reinforces memory through repetition
  • Encourages deeper thinking and skill development
  • Makes connections between new and previously learned material

It’s especially helpful for adult learners who may need to revisit and reframe earlier concepts as they gain more context and confidence.
Our brains don’t learn in straight lines—they learn in spirals. That’s the foundation of spiral curriculum theory: the idea that learners build deeper understanding when they revisit key concepts over time, each time with more complexity and context (Bruner, 1960; Harden, 1999).

It’s not about repetition for the sake of it—it’s strategic reentry. By looping back to ideas after a bit of forgetting, we trigger retrieval, reinforce memory, and boost confidence (Kang, 2016; Bransford et al., 2000).

And here’s where it really matters: Spiral learning is a trauma-informed powerhouse. Safe, low-pressure repetition builds familiarity—and familiarity lowers anxiety. For learners who’ve been burned by school before, looping gently says: You belong here. Let’s try again—this time with more tools (Immordino-Yang, 2015; Hammond, 2015).

So why does this work?

Celebrity gif. Lizzo at 2019 MTV Movie Awards shrugs and smiles coyly.


Because meaning isn’t made all at once.

Think about it: the first time you heard Lizzo’s name, it might’ve been in passing—just another rising artist. The second time, maybe you caught a lyric on the radio or heard someone quote her on Instagram. But the third time—when you saw her owning the stage in a viral performance? You weren’t just aware of Lizzo. You felt it. You knew who she was. You remembered the song. You sang along.

That’s what looping does. It doesn’t just repeat. It builds recognition, confidence, and meaning—layer by layer, until it sticks.

And when you design for that, learners stop asking, “Didn’t we already do this?” and start saying, “Ohhh, now I get it.”

How to design for the loop

If your brain is already nodding along—that’s looping in action. You’ve seen this idea before, and now you’re ready to build on it. Below are a few ways to make looping work with the brain, not against it. (And yes, if you're wondering where all this wisdom comes from—see that References section at the bottom. It’s not just there to look fancy.)

Change the angle—not the message

Looping isn’t about repeating the same screen. It’s about approaching the same concept from a different perspective. If you introduced emotional regulation with a breathing technique, loop it later through:
  • A new scenario (someone pushing boundaries)

  • A reflection prompt (when has this helped you?)

  • A checklist (pause, breathe, respond)

Every time they see it, they connect another dot.

Wait long enough for forgetting to begin

Spacing matters. Too soon, and it feels redundant. Too late, and it’s unfamiliar again.

A good rule of thumb: reintroduce a key concept after at least 5–7 screens—or in the next lesson.
Bonus: loop again in the quiz or review section. That “Wait—I know this!” moment isn’t just satisfying. It builds confidence and gently rewires the shame that past academic experiences may have left behind.

If you revisit a concept in the final quiz, don’t frame it as “We already told you this.”

Instead try:

“You saw this strategy earlier in the course (check out the optional resource below if you’d like a refresher). How could it apply here?”

This approach honors what they’ve already learned—and reminds them it’s okay to need another look.

Don’t call it review. Call it reinforcement

Learners with academic trauma often associate “review” with being behind. But if you frame looping as building, not backtracking, they’ll engage with more confidence.

Try language like:

  • “Let’s bring this skill back into play”

  • “You’ve seen this before—now let’s test it in a new way”

  • “Back to this idea—because it matters here, too”

Common mistakes (and how to fix them)

Even well-designed content can get looping wrong when we don’t give it structure or purpose. These small shifts help keep learners engaged and confident—without making the course feel repetitive or predictable.
​
Oops: Repeating the same phrasing word-for-word
Fix: Say it differently. Vary the tone, add a new example, or shift the medium (text → video).
Why it matters: Without variation, repetition feels like a design error—not a memory boost.
​
Oops: Looping back without context
Fix: Preview the connection. “Earlier, we talked about identifying triggers. Now, let’s apply that skill in a peer conversation.”
Why it matters: Learners need to know why they’re revisiting something—and how it applies in this new moment.
​
Oops: Looping only in the quiz
Fix: Build touchpoints earlier—through activities, visuals, or sentence starters.
Why it matters: Retrieval practice works best when it’s low-stakes and spaced throughout—not just at the end.

 

TL;DR: Don’t move on. Loop back.

  • Looping = revisiting the same idea across time, formats, and depth

  • Strengthens memory, builds confidence, and makes learning stick

  • Essential for incarcerated adults who need time, safety, and repetition to thrive

  • Done right, looping feels like mastery—not review

  • One idea. Many doors. Let learners walk through again—with more clarity each time

References

(That References section at the bottom isn’t just for show—it’s where these ideas come from. Give credit to the experts, and use it to dig deeper.)

  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academies Press.

  • Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology.

  • Hammond, Z. (2015). Culturally responsive teaching and the brain. Corwin.

  • Immordino-Yang, M. H. (2015). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. W. W. Norton & Company.

  • Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12–19.

  • Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner (8th ed.). Routledge.


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