ISSN 2394-5125
 

Research Article 


Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory

Gina L. Pecson, Mark N. Abadiano.

Abstract
This paper used a grounded theory with its purpose to investigate the experiences of the teachers, parents and students with the current elementary curriculum issues, gaps, and concerns related with it. The research utilized a semi-structured online interview through email or messenger. Using Colaizziís method, studentsí attitudes towards learning, teachersí pedagogical competence and attitudes, the 4Cís (communication, collaboration, creativity and critical thinking ) of the 21 st century learning skills, and congested curriculum issues were the four (4) major themes identified from the participantsí significant statements based on the analyses of the dataA theory was generated in this study which will benefit the teachers to become effective in teaching. It was found out that teachersí pedagogical competence and attitudes played a crucial role in shaping the studentsí interests, ideas, motivation to learn. Also, learning would be guaranteed when teachers have a commitment and passion in engaging students through collaborative activities. Lastly, using the 3 Rís (Reduce, Retain, and Reinforce) in decongesting the curriculum will make learning fun and ultimately, transfer of learning will be evident in their daily lives whether it is formal or informal, in school or outside school. In this manner, seamless learning will bridge the studentsí private and public learning experiences in a continuous manner across any situation. This is what we need, a paradigm shift that will transform quality education!

Key words: seamless learning, decongested curriculum, paradigm shift


 
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How to Cite this Article
Pubmed Style

Gina L. Pecson, Mark N. Abadiano. Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory. JCR. 2020; 7(17): 1942-1951. doi:10.31838/jcr.07.17.241


Web Style

Gina L. Pecson, Mark N. Abadiano. Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory. http://www.jcreview.com/?mno=40415 [Access: August 18, 2021]. doi:10.31838/jcr.07.17.241


AMA (American Medical Association) Style

Gina L. Pecson, Mark N. Abadiano. Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory. JCR. 2020; 7(17): 1942-1951. doi:10.31838/jcr.07.17.241



Vancouver/ICMJE Style

Gina L. Pecson, Mark N. Abadiano. Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory. JCR. (2020), [cited August 18, 2021]; 7(17): 1942-1951. doi:10.31838/jcr.07.17.241



Harvard Style

Gina L. Pecson, Mark N. Abadiano (2020) Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory. JCR, 7 (17), 1942-1951. doi:10.31838/jcr.07.17.241



Turabian Style

Gina L. Pecson, Mark N. Abadiano. 2020. Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory. Journal of Critical Reviews, 7 (17), 1942-1951. doi:10.31838/jcr.07.17.241



Chicago Style

Gina L. Pecson, Mark N. Abadiano. "Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory." Journal of Critical Reviews 7 (2020), 1942-1951. doi:10.31838/jcr.07.17.241



MLA (The Modern Language Association) Style

Gina L. Pecson, Mark N. Abadiano. "Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory." Journal of Critical Reviews 7.17 (2020), 1942-1951. Print. doi:10.31838/jcr.07.17.241



APA (American Psychological Association) Style

Gina L. Pecson, Mark N. Abadiano (2020) Seamless Learning in a Decongested Curriculum: A Paradigm Shift Theory. Journal of Critical Reviews, 7 (17), 1942-1951. doi:10.31838/jcr.07.17.241