Presentation on theme: "Achieving World-Class Targets with the CVIF Dynamic Learning Program"— Presentation transcript:
1 Achieving World-Class Targets with the CVIF Dynamic Learning Program Christopher C. Bernido and M. Victoria Carpio-BernidoResearch Center for Theoretical PhysicsCentral Visayan Institute FoundationJagna, Bohol 6308 PhilippinesFUSE, Pearl of the Orient TowerManila, 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 NeuroscienceAn 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 styleFoster passive learningLearning too dependent on abilities of the teacherUnprepared 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 AronsonJigsaw Strategy)Activity-based Multi-domain LearningIn-school Comprehensive Student Portfolio (instead of notebooks)Strategic Study / Rest PeriodsIntegrated Spiritual-Cultural Formation and Nationhood
8 Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines Common PracticeLecture andClassDiscussion(70-80%)Learners’IndependentActivity(70-80%)LearnerActivityLectureDiscussionCVIFProgramCarpio-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 MinsFirst Year(3 sections)Second YearThird YearFourth Year7:30-7:4010Morning Prayers and Flag Ceremony7:40-9:1090ScienceMath / Computer Science9:10-9:3020R e c e s s9:30-11:00Math / Computer Science11:00-12:0060Technology and Livelihood Education / Language Laboratory (once a week)12:00-1:30 L u n c h B r e a k 1:30-2:30Language Studies (English or Filipino)2:30-3:303:30-5:00Social Studies and Values EducationCarpio-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 boththe psychomotor and visual facultiesof the brain.“Neurons that fire together are wired together.”“Neurons that fire out of sync, lose their link.”- D. HebbCentral Visayan Institute FoundationJagna, Bohol
14 Principles of Neural Science ( 4th_Edition) Editors: Eric R. Kandel, James H. Schwartz and Thomas M. Jessell
16 The CVIF Dynamic Learning Program addresses: Large Classes: Activities are individualizedLearner 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 STAMINAThis 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 FoundationJagna, Bohol
18 Enhancing creativity and originality through Strategic Study and Rest periods PEHM Days (Wednesdays:no academicclasses)No-homeworkpolicy
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 outcomesThe 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 factorsJagna 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 thetop 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 MathNSAT 2001NCAE 2007NCAE 2009NCAE 2010Students with %-tile 90 & above1 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 2010Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
25 Performance Scores in Standardized Tests NSAT/ NCAEPerformance Scores in Standardized TestsMajority of studentsNumberofStudentsBaseline2001Majorityof studentsPerformance Scores in Standardized TestsNumber ofStudents2006Performance Scores in Standardized TestsMajorityof studentsNumberofStudents2009Performance Scores in Standardized TestsMajorityof studentsNumberofStudents2010Carpio-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 FoundationJagna, Bohol
27 University of the Philippines College Admission Test (UPCAT) Number ofUPCAT PassersYear16151413121110987654321‘08‘06‘05‘04‘03‘02‘01‘00‘99‘09‘10Up to more than 10% of CVIF seniors‘07‘11‘12
28 Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines International BenchmarkingSAT 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 thanteacher-induced learning,we proposeprocess-induced learningas 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 TrendDOST Survey of High School Physics Teachers:1990’s: 27% Physics teachers qualified2003: % Physics teachers qualifiedCarpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
32 Pool of qualified teachers Normal approachTrainingScholarshipsSeminarsWorkshopsPool ofqualified teachersMigration
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 sinceCCB/MCVB-CVIF Jagna/09
35 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.CCB/MCVB-CVIF Jagna/09
36 Learning Physics as One Nation Fund for Assistance to Private Education239 Student Learning Activities (70%)plus18 DVD volumes of Video Lessons by physicists/educators (30%)
37 More than 600 schools given the LPON materials with BoholIsabelaZambalesNueva VizcayaPampangaBulacanTanayCaviteGen. SantosPagadianSurigaoAbraCam. SurRomblonMasbateFund for Assistance to Private EducationLearning Physics asOne Nation Project(LPON)More than 600 schools given the LPON materials withpartnership with local governments and private sectorCarpio-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 SYPost test Performance LevelPercentage of Number of StudentsExcellent1 %Superior2%Above Average4%
39 LPON Target Baseline Immediate target Long-range target Performance Scores in Standardized TestsMajority of studentsNumberofStudentsBaselinePerformance Scores in Standardized TestsNumber ofStudentsImmediatetargetMajorityof studentsPerformance Scores in Standardized TestsMajorityof studentsNumberofStudentsLong-rangetargetCarpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines