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

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

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.

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.

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

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.

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

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

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.

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

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).

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

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

CCB/MCVB-CVIF Jagna/09

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.

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 150-200 pages of concept notes, drills, exercises, illustrations, etc, for each subject. Central Visayan Institute Foundation Jagna, Bohol

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

Advise from Health Experts:

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

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

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

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

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

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

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

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

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

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).

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

DOST Survey of High School Physics Teachers: Declining Trend DOST Survey of High School Physics Teachers: 1990’s: 27% Physics teachers qualified 2003: 8% Physics teachers qualified Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

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

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

Strategy extracted from the Central Visayan Institute Foundation (CVIF) Dynamic Learning Program (DLP) implemented since 2002. CCB/MCVB-CVIF Jagna/09

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

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%)

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

Post test Performance Level Percentage of Number of Students For over 5,000 students who participated in the LPON Pilot Project in SY 2008-2009 Post test Performance Level Percentage of Number of Students Excellent 1 % Superior 2% Above Average 4%

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

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