St.

Paul University at San Miguel

(A Branch of St. Paul University Quezon City)
3011 Salangan, San Miguel, Bulacan

THE 6As HOLISTIC LEARNING MODEL

GERVILEINE AIWEN S. CASTILLO

BEED II

AUGUST 23, 2019

I. RATIONALE

21st century teaching-learning styles and strategies aims in forming individuals who are capable of

innovation, posses critical-thinking skills, and are life-long learners. It gives relevance to the skills

that are taught to help the learners prepare for their future careers (Kivunja, 2015). Learners can

only improve their individual skills, knowledge, and experiences only if the teachers shift their

focus from a campus-centric orientation to a holistic learner-centered one (Lennie, June, et al,

2015). The holistic learning deals with the whole development of a person in the process of

learning. Inclined with the holistic learning and integrates with the 21st century teaching which

takes advantage of the technology in the field of education, the instructional model is a

combination of an effective learning theory and an effective teaching strategy. It provides

structured instruction that is appropriate with todays education system, the model is anchored in

forming learners who are internally and externally knowleadgable. The model shows is

effectiveness even with the presence of the unending development, evolving, and changing of the

society and educational system.

II. THE CONCEPTUAL AND THEORETICAL FRAMEWORK

The Conceptual Framework presents a process of learning which develops a person as a whole.

Inclined or based on the 5E learning cycle the model also shows that through the stages the learners

can involve thereselves more into learning, with tasks, outputs, projects that are relevant ang has

meaning to the students they can integrate more of their opinions and relate it more in other

discipline (Bybee, 2019). The framework shows that learning have a sequential order, this implies

that learning has stages that learners must fufill one by one in order to achieve the most effective
learning of knowledge. The conceptual frameworrk gives emphasis on the development process in

every aspect of holistic learning whitin the stages, namely spiritual, emotional, cognitive, physical,

and social. It also shows the ackowledgement of the different learning strategies of individulas and

the existance of the multiple intelligence. The themes provide guide that can be use in learning any

topic or lesson.

 Self-Reflection/Evaluation

 Value Formation

 Collaborative learning

 Conducting of research and Objective-based learning

 Enhancement of skills

 Implemention of knowledge and skills

Each stages are aligned with the holistic formation, each imparting skill, knowledge, and value

which contribute in becoming an effective learner. Taking reference with the 4Cs super skills the

model also includes skills that are significant in the 21st century education.

 Critical thinking and problem solving

 Communication

 Collaboration

 Creativity and innovation

Integration of reflective practices on the teaching instruction for professional development helps

the teachers to keep their role as facilitators rather than givers of information (Offorma, &

Obiefuna, 2017).
 Figure 1:Conceptual Model

The theoretical framework of the learning model presents different theories based on the different

aspects of holistic learning. Connectivism and Constructivism are two theories that are under the

cognitive aspect of learning. Connectivism is about the awareness and understanding that decision

making must be inclined with rapidly changing aspects or altering foundations. New and improved

knowledge is constantly being gained, that is why it is significant to be able to evaluate

information, to distinguish what is important and what is not. Connectivism gives ideas on what

learning skills learners need to develop and flourish in the digital era (Seimens, 2017). The other

theory is the Constructivism, in its implication in teaching and learning, it’s main principle states

that learning is an active process. There may be various ways to impose information but

understanding of the learners must always be present. In constructivism the teachers acts as

facilitators whose fuction is to only help the student to develop active participation. In short it

implies that learners must be able to construct their own meaning from the information given

(Olugesum, 2015).

Another learning theory is the Behaviorism, in this theory it states that culture is the one that

determines what behaviors are allowed and what are not, those that are sanctions or those that are

unsanctions, and most importantly it also determines what reinforcing and what punishing

responses will shape the behavior. It is also connected with the social aspect of learning by means

of observational learning, stored experiences tend to subsequently guide expectant behaviors in

future social interactions. That is why assistance is an important asppect in learning, it is one one

the factors that determine the character of a child towards learning as well as its perspective and

behavior (Kay & Kibble, 2016)

The next theory under physiological is the Kolb’s learning cycle, this theory that explains a cycle

of learning theory is composed of four parts. The cycle is composed of the following parts which

is sequential, it starts with the concrete experince that leads by the reflection to that experience

which will result on conclusion or the abstract analysis lastly is the most important part which is

the application of the knowledge which tests the conclusion. It is also stated in the research paper

that the theory also corresponds and loosel brain activities, first is its engagement on taking the

sensory data, second is the processing of the data, third is planning of action, lastly is the carrying
out of the action. The important idea which the paper conclude is that both lecture and active

learning is necessary and will fulfill different objectives. This theory is considered to have vast

explanatory power, it was abled to integrate many teaching methodologies into a coherent whole

which makes it a good theory. Awareness to this theory makes it difficult for the eduactors to

dessign a lesson plan because of their awarness of the numerous ways in which the lesson may

fail. To put in conclusion the Kolb’s learning theory does not only passed as a good scientific

theory but also as an educational theory. The thing that differs this theory and makes it succesful

than others is its concept where unify various hyphothesis for effective teaching (Wallace, 2019).

The last theory in this model is the Collaborative learning theory. Considered as one of the most

effective learning style in turning a certain kwoledge into becoming a discussion which will help

to broaden the information gathered and correct misunderstandings in learning. Collaborative

learning develop the learners’ self-esteem, interest or will in expressing and explaining their ideas

regarding topics, current isssues which exposes them to the community and increases involvement

in the society. As the learners gain more experience they gain more knowledge whch is an effective

learning way with this learners are more oriented with the self-directed learning. With self-directed

learning they can now conduct more research and learning which are observation-based on any

topic or matter. With this the most important skill they can develop is the maturation of the learners

in decision making (Noh & Yusuf, 2018).

 Figure 2: Theoretical framework

III. INSTRUCTIONAL MODEL

6As HOLISTIC LEARNING MODEL

The 6As Holistic Learning Model, is one of the basis to summarize and present the process to form

an individual that can be considered as a 21st century learner who have holistic personal

development.

The diagram above shows at the center that all the stages of the learning process were anchored

on Holistic Personal Development and the Characteristics of a 21st century learner. This is to ensure

that there will be an acquisition of values, knowledge, skills in each stage or aspect of instruction.

This learning model reflects and aims to present the goal of the 21st century education, an

individual who can assess one’s self, can adopt positive values and perspective, capable of

leadership, has critical thinking skill, can utilize information, self-directed learners, and lastly are

life-long learners.

The Learning model is subdivided into six major stages or process.

Stage 1: Assessment –This stage is about self-evaluation. The first thing in planning and preparing

instructions is to assess the learners. It is important that the level of difficulty of tasks and the

lesson is inclined with the level of competencies of the students. It is also important determine

their learning strategies and to keep in mind the multiple intelligences.

Stage 2: Assistance –After knowing and evaluating the learners, this stage deals with the teaching

strategy or the pedagogy and the technological assistance appropriate for the learners. It is also

important to establish positive values and beliefs that the learners can adapt or acquire from the

persons around them or their MKO (More Knowledgeable Others). This stage also includes the

scaffolding.
Stage 3: Association –This stage aims to develop Leadership and communication skills. 21st

century learning is about collaborative works which emphasizes the importance of social skills. It

also includes the introduction and development of Cultural and Community understanding.

Stage 4: Accumulation -This stage deals with the goal of the learners to develop media literacy

skills. Technology plays a significant part in the process of gathering information which can be

access by anyone. This deceases the validity or credibility of information that is why it is important

for the student to learn how to evaluate and utilize all types of information. Most importantly this

stage is all about the development of the critical thinking skills of the learners.

Stage 5: Acquisition –This stage deals with the encouragement of the development of self-

directed learning. The k-12 curriculum aims to prepare the learners for their future careers, it is the

purpose of the added two more years in high school. In this model it also deals with preparing the

learners, it aims to make them career ready by teaching them the skills they needed.

Stage 6: Application –This is the most important stage of this learning process model, it deals

with the life-long learning of the students. It is also significant to make the learning

interdisciplinary to broaden the application of knowledge. This is the stage where the evaluation

of the real learning is occurred, it is important that the learners are able to apply the knowledge

that they learned. In this stage it is important that the learners are capable of improvement and

innovation.

The table shows the stages of gaining independence in the process of learning. It is important that

at the end of the process the learners are able to take advantage of the technology and the vast

access to information. The arrows signifies that learning is a process, a never ending process of

gaining skill, knowledge, and values.

V. APPLICATION

The learning model is effective and applicable in all areas specifically in Science. It encourages

innovations and research which is needed in science subject. This learning style will help to make

learning much easier and gain deeper understanding within the area. Integrating this with the

awareness or understanding of the cultures and community the learner’s knowledge and awareness

can result on innovations that can help the community, environment, or the institution. Examples

are: IP (Investigatory projects), Research.

Cultural and community understanding can lead to culture appreciation and respect that can be

implemented in subjects such as Araling Panlipunan.

In area such as English there is the development of communication skills since the model includes

collaboration.

The model also includes interdisciplinary approach which leads the students in evaluating lessons

and topics and connecting it to other discipline or with their environment.

Even with modernization and the development of education the model can still be effective,

following the stages of learning: Assessment, Assistance, Association, Accumulation, Acquisition,

and Application.

V. REFERENCES:

Siemens, G. (2017). Connectivism. Foundations of Learning and Instructional Design

Technology.

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and

learning. Journal of Research & Method in Education, 5(6), 66-70.

Kay, D., & Kibble, J. (2016). Learning theories 101: application to everyday teaching and

scholarship. Advances in physiology education, 40(1), 17-25.

Wallace, D. (2019). Parts of the Whole: Theories of Pedagogy and Kolb’s Learning

Cycle. Numeracy, 12(1), 17.

Noh, M. A. C., & Yusuf, S. A. M. (2018). Collaborative Learning Technique within Higher

Learning Education Students. Creative Education, 9(14), 2367-2375.

Bybee, R. W. (2019). Using the BSCS 5E Instructional Model to Introduce STEM

Disciplines. Science and Children, 56(6), 8-12.

Kivunja, C. (2015). Teaching students to learn and to work well with 21st century skills:

Unpacking the career and life skills domain of the new learning paradigm. International

Journal of Higher Education, 4(1), 1-11.

Lennie, J., Tacchi, J., Wilmore, M., & Koirala, B. (2015). A holistic, learning-centred approach to

building evaluation capacity in development organizations. Evaluation, 21(3), 325-343.

Kivunja, C. (2015). Exploring the pedagogical meaning and implications of the 4Cs “super skills”

for the 21st century through Bruner’s 5E lenses of knowledge construction to improve

pedagogies of the new learning paradigm. Creative Education, 6(02), 224.

Offorma, G. C., & Obiefuna, C. A. (2017). Reflective practices in the 21st century: Movement

from 3Rs to 4Cs in the teaching profession. In Teacher Professional Knowledge and

Development for Reflective and Inclusive Practices (pp. 3-13). Routledge.