Achieving World-Class Targets with the CVIF Dynamic Learning Program
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Transcript of Achieving World-Class Targets with the CVIF Dynamic Learning Program
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Achieving World-Class Targets with the
CVIF Dynamic Learning Program
Christopher C. Bernido and M. Victoria Carpio-BernidoResearch Center for Theoretical Physics
Central Visayan Institute FoundationJagna, Bohol 6308 Philippines
FUSE, Pearl of the Orient TowerManila, 24 July 2012
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There is a need for new pedagogical perspectives given the global realities:
A new generation of learners whose brains are wired differently.
Information now readily accessible to learners (internet, cell phones, etc.)
New results from Neuroscience An emerging worldwide lack of qualified
teachers in the STEM disciplines. Political pressure of international
assessments2
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• Generally boil down to lecture style
• Foster passive learning• Learning too dependent
on abilities of the teacher
• Unprepared teachers indulge in homilies and irrelevant stories.
TRADITIONAL TEACHER-CENTERED METHODS:
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Realization:
4
Lack of : • Qualified teachers• Textbooks• Lab equipment
are not core problems.
In a highly competitive globalized 21st century, focusing on these may be a needless use of time and resources that could be better spent elsewhere.
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Bridging scientific research
and the classroom
The CVIF Dynamic Learning Program
(DLP)(Implemented since 2002)
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The CVIF Dynamic Learning Program (DLP) applies a synthesis of classical and modern pedagogical theories adapted to foster the highest level of learning, creativity, and productivity for a wide spectrum of students.
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The CVIF DLP Components
Parallel Learning Groups (Modified Aronson Jigsaw Strategy)
Activity-based Multi-domain LearningIn-school Comprehensive Student Portfolio
(instead of notebooks)Strategic Study / Rest PeriodsIntegrated Spiritual-Cultural Formation and
Nationhood
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Lecture and Class
Discussion(70-80%)
Learners’ Independent
Activity(70-80%)
LearnerActivity
LectureDiscussion
Common Practice
CVIF Program
8Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
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New mindsets required
For Teachers: The duty of a teacher is not to
teach, but to enable students to
learn.
for Students and Their Families:
Students learn “how to learn” independently.
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Parallel Learning Groups(Simultaneous Classes)
Expert Teacher
Section 1 Facilitator
Section 3 Facilitator
Section 2 Facilitator
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Class Program with Parallel Classes
11
Time Mins First Year(3 sections)
Second Year
(3 sections)
Third Year(3 sections)
Fourth Year(3 sections)
7:30-7:40 10 Morning Prayers and Flag Ceremony
7:40-9:10 90 Science Math / Computer Science
9:10-9:30 20 R e c e s s
9:30-11:00 90 Math / Computer Science Science
11:00-12:00 60 Technology and Livelihood Education / Language Laboratory (once a week)
12:00-1:30 90 L u n c h B r e a k
1:30-2:30 60 Language Studies (English or Filipino)
2:30-3:30 60 Language Studies (English or Filipino)
3:30-5:00 90 Social Studies and Values EducationCarpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
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For all subjects, there is no introductory lecture before CVIF students do the learning activities (questions, problems, etc.).
Lectures and class discussion are done only about 1/4 of the time (the rest being allotted for written activities).
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Central Visayan Institute FoundationJagna, Bohol
Writing the Activities activates boththe psychomotor and visual faculties of the brain.
• “Neurons that fire together are wired together.”
• “Neurons that fire out of sync, lose their link.”- D. Hebb
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•Principles of Neural Science ( 4th_Edition)Editors: Eric R. Kandel, James H. Schwartz and Thomas M. Jessell
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CCB/MCVB-CVIF Jagna/09 15
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The CVIF Dynamic Learning Program addresses:
Learner Disposition: Habit-forming Daily Protocol where students are engaged.
Lack of Qualified Teachers: Prepared Activities done independently by students 80% of the time.
Large Classes:Activities are individualized
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Central Visayan Institute FoundationJagna, Bohol
This is developed by the routine of learning activities. At the end of the school year each student has written 150-200 pages of concept notes, drills, exercises, illustrations, etc, for each subject.
STAMINA
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Enhancing creativity and originality through Strategic Study and Rest
periodsPEHM Days
(Wednesdays: no academic classes)No-homework policy
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Advise from Health Experts:
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The more profound reason for the Strategic Study and Rest is . . .
to facilitate reflection, deeper understanding, and processing of concepts learned during the day.
Central Visayan Institute Foundation, Jagna, Bohol, November 2006
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Measures of outcomes
• The number of students who manifest learning through competency-based standardized exams.
• The depth of learning manifested by students.
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Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Jagna is a fourth class municipality
~ 95% of freshmen come from public elementary
schools. (The CVIF has no elementary.)
Liberal admission policy (All applicants passed
the entrance exam for several years.)
Current tuition is P 8,000 per student per year.
Input factors
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Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
2010 National Career Assessment Examination (NCAE)
3 students got a percentile rank of 99+ %
5 students got a percentile rank of 99 %
4 students got a percentile rank of 98 %Etc…
45.3 % of the CVIF seniors belong to the top 10 % nationwide
( or 48 students out of 106 seniors got a percentile rank of 90 and above.)
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Improved performance in DepEd nationwide exams
Math NSAT 2001
NCAE 2007
NCAE 2009
NCAE 2010
Students with %-tile 90 & above
1 of 66
(1.5%)
13 of 106
(12.3%)
21 of 115
(18.3%)
54 of 106
(51%)
9 students scored in the 99+ percentile rank (PR)8 students scored in the 99 PR in the NCAE 2010
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Performance Scores in Standardized Tests 0
Majority of
students
Numberof
Students
Baseline
2001Majority
of students 0
Performance Scores in Standardized Tests
Number of
Students
2006
Performance Scores in Standardized Tests
Majority of students
0
Numberof
Students
2009
NSAT/ NCAE
Performance Scores in Standardized Tests
Majority of students
0
Numberof
Students
2010
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Central Visayan Institute FoundationJagna, Bohol
What may be remarkable is that:• The CVIF students have lectures and discussion
only 1/4, or even 1/5 of the time (typically equivalent to one period a week, the rest being allotted for written activities);
• They have no homework throughout their 4 years in high school;
• The portfolios and all activities cannot be brought home (returned to the students at the end of the year).
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University of the Philippines College Admission Test (UPCAT)
Number of UPCAT Passers
Year
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
‘08‘06‘05‘04‘03‘02‘01‘00‘99 ‘09 ‘10
Up to more than 10% of CVIF seniors
‘07 ‘11 ‘12
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International Benchmarking
SAT scores of marker student within cut-off of good American universities.
Alumna accepted in U California Berkeley, BS Computer Science.
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Rather than teacher-induced learning,
we propose process-induced learning
as a new paradigm.
Carpio-Bernido, M. V., Bernido, C. C. (2011) CVIF Dynamic Learning Program: A Systems Approach to Process-Induced Learning. In Proc. of the epiSTEME 4 (Mumbai:HBCSE).
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Spin-off of the CVIF-DLP:
The Learning Physics as One Nation Project
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Declining Trend
DOST Survey of High School Physics Teachers:
• 1990’s: 27% Physics teachers qualified
• 2003: 8% Physics teachers qualified
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Normal approach
Pool of qualified teachers
TrainingScholarships
SeminarsWorkshops
Migration
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Question:Can students learn essential physics topics
effectively even if their teacher has little or no background in physics?
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Answer: Yes, but it would require technology and the appropriate strategy.
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Strategy extracted from the Central Visayan Institute Foundation (CVIF) Dynamic Learning Program
(DLP) implemented since 2002.
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Large scale strategyIn the quickest time,with economy of resources, to have the maximum number of students having the highest levels of mastery in the sciences, math and engineering disciplines.
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Learning Physics as One Nation
239 Student Learning Activities (70%)plus
18 DVD volumes of Video Lessons by
physicists/educators (30%)
Fund for Assistance to Private Education
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Learning Physics as One Nation Project
(LPON)
Bohol
Isabela
ZambalesNueva Vizcaya
Pampanga
BulacanTanay
Cavite
Gen. Santos
Pagadian
Surigao
Abra
Cam. Sur
Romblon
Masbate More than 600 schools given the
LPON materials withpartnership with local
governments and private sector
Fund for Assistance to Private Education
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Post test Performance Level
Percentage of Number of Students
Excellent 1 %
Superior 2%
Above Average 4%
For over 5,000 students who participated in the LPON Pilot Project in SY 2008-2009
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Performance Scores in Standardized Tests 0
Majority of
students
Numberof
Students
Baseline
0
Performance Scores in Standardized Tests
Number of
Students
Immediatetarget
Majority of students
LPON Target
Performance Scores in Standardized Tests
Majority of students
0
Numberof
Students
Long-rangetarget
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