1. Achieving World-Class Targets with the CVIF Dynamic Learning Program
Christopher C. Bernido and M. Victoria Carpio-Bernido
Research Center for Theoretical Physics
Central Visayan Institute Foundation
Jagna, Bohol 6308 Philippines
FUSE, Pearl of the Orient Tower
Manila, 24 July 2012

2. A new generation of learners whose brains are wired differently.
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 assessments

3. TRADITIONAL TEACHER-CENTERED METHODS:
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.

4. Realization: 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.

5. Bridging scientific research and the classroom The CVIF Dynamic Learning Program (DLP) (Implemented since 2002)

6. 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.

7. The CVIF DLP Components
Parallel Learning Groups (Modified Aronson
Jigsaw Strategy)
Activity-based Multi-domain Learning
In-school Comprehensive Student Portfolio (instead of notebooks)
Strategic Study / Rest Periods
Integrated Spiritual-Cultural Formation and Nationhood

8. Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Common Practice
Lecture and
Class
Discussion
(70-80%)
Learners’
Independent
Activity
(70-80%)
Learner
Activity
Lecture
Discussion
CVIF
Program
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

9. 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.

11. Class Program with Parallel Classes
 Time
 Mins
First Year
(3 sections)
Second Year
Third Year
Fourth Year
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
Math / Computer Science
11:00-12:00 60
Technology and Livelihood Education / Language Laboratory (once a week)
12:00-1:30
  L u n c h B r e a k  
1:30-2:30
Language Studies (English or Filipino)
2:30-3:30
3:30-5:00
Social Studies and Values Education
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

12. 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).

13. Central Visayan Institute Foundation
Writing the Activities activates both
the 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
Central Visayan Institute Foundation
Jagna, Bohol

14. Principles of Neural Science ( 4th_Edition)
Editors: Eric R. Kandel, James H. Schwartz and Thomas M. Jessell

15. CCB/MCVB-CVIF Jagna/09

16. The CVIF Dynamic Learning Program addresses: Large Classes:
Activities are individualized
Learner Disposition: Habit-forming Daily Protocol where students are engaged.
Lack of Qualified Teachers: Prepared Activities done independently by students 80% of the time.

17. Central Visayan Institute Foundation
STAMINA
This is developed by the routine of learning activities. At the end of the school year each student has written pages of concept notes, drills, exercises, illustrations, etc, for each subject.
Central Visayan Institute Foundation
Jagna, Bohol

18. Enhancing creativity and originality through Strategic Study and Rest periods
PEHM Days (Wednesdays:
no academic
classes)
No-homework
policy

19. Advise from Health Experts:

20. Central Visayan Institute Foundation, Jagna, Bohol, November 2006
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

21. Measures of outcomes
The number of students who manifest learning through competency-based standardized exams.
The depth of learning manifested by students.

22. Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Input factors
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.
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

23. 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.)
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

24. 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
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

25. Performance Scores in Standardized Tests
NSAT/ NCAE
Performance Scores in Standardized Tests
Majority of students
Number of
Students
Baseline
2001
Majority
of students
Performance Scores in Standardized Tests
Number of
Students
2006
Performance Scores in Standardized Tests
Majority
of students
Number of
Students
2009
Performance Scores in Standardized Tests
Majority
of students
Number of
Students
2010
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

26. 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).
Central Visayan Institute Foundation
Jagna, Bohol

27. 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
‘08
‘06
‘05
‘04
‘03
‘02
‘01
‘00
‘99
‘09
‘10
Up to more than 10% of CVIF seniors
‘07
‘11
‘12

28. Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
International Benchmarking
SAT scores of marker student within cut-off of good American universities.
Alumna accepted in U California Berkeley, BS Computer Science.
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

29. process-induced learning
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).

30. Spin-off of the CVIF-DLP: The Learning Physics as One Nation Project

31. DOST Survey of High School Physics Teachers:
Declining Trend
DOST Survey of High School Physics Teachers:
1990’s: 27% Physics teachers qualified
2003: % Physics teachers qualified
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

32. Pool of qualified teachers
Normal approach
Training
Scholarships
Seminars
Workshops
Pool of
qualified teachers
Migration

33. Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Question:
Can students learn essential physics topics effectively even if their teacher has little or no background in physics?
Answer:
Yes, but it would require technology and the appropriate strategy.
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

34. Strategy extracted from the Central Visayan Institute Foundation (CVIF) Dynamic Learning Program (DLP) implemented since
CCB/MCVB-CVIF Jagna/09

35. Large scale strategy
In 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.
CCB/MCVB-CVIF Jagna/09

36. Learning Physics as One Nation
Fund for Assistance to Private Education
239 Student Learning Activities (70%)
plus
18 DVD volumes of Video Lessons by physicists/educators (30%)

37. More than 600 schools given the LPON materials with
Bohol
Isabela
Zambales
Nueva Vizcaya
Pampanga
Bulacan
Tanay
Cavite
Gen. Santos
Pagadian
Surigao
Abra
Cam. Sur
Romblon
Masbate
Fund for Assistance to Private Education
Learning Physics as
One Nation Project
(LPON)
More than 600 schools given the LPON materials with
partnership with local governments and private sector
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

38. Post test Performance Level Percentage of Number of Students
For over 5,000 students who participated in the LPON Pilot Project in SY
Post test Performance Level
Percentage of Number of Students
Excellent
1 %
Superior 2%
Above Average 4%

39. LPON Target Baseline Immediate target Long-range target
Performance Scores in Standardized Tests
Majority of students
Number of
Students
Baseline
Performance Scores in Standardized Tests
Number of
Students
Immediate
target
Majority
of students
Performance Scores in Standardized Tests
Majority
of students
Number of
Students
Long-range
target
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

40. Thank you