Transcript (CVIF) Dynamic Learning Program
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
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 2
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 21 st century, focusing on these may be a needless use of time and resources that could be better spent elsewhere.
4
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
Common Practice Learner Activity Lecture and Class Discussion (70-80%)
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Learners’ Independent Activity (70-80%) Lecture Discussion CVIF Program
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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.
Parallel Learning Groups (Simultaneous Classes)
Section 1 Facilitator Section 2 Facilitator Section 3 Facilitator
Expert Teacher
Class Program with Parallel Classes
Time
7:30-7:40 7:40-9:10 9:10-9:30 9:30-11:00 11:00-12:00 Mins 10 90 20 90 60
First Year (3 sections) Second Year (3 sections) Third Year (3 sections) Fourth Year (3 sections)
Morning Prayers and Flag Ceremony
Science Math / Computer Science
R e c e s s
Math / Computer Science Science Technology and Livelihood Education / Language Laboratory (once a week)
L u n c h B r e a k
12:00-1:30 1:30-2:30 2:30-3:30 90 60 60
Language Studies (English or Filipino) Language Studies (English or Filipino)
3:30-5:00 90
Social Studies and Values Education
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines 11
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).
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 15
The CVIF Dynamic Learning Program addresses: Learner Disposition:
Habit-forming Daily Protocol where students are engaged.
Large Classes:
Activities are individualized
Lack of Qualified Teachers:
Prepared Activities done independently by students 80% of the time.
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:
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.
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 Students with %-tile 90 & above 1 of 66 (1.5%) NCAE 2007 13 of 106 (12.3%) NCAE 2009 21 of 115 (18.3%) NCAE 2010 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 24
Number of Students
NSAT/ NCAE
Baseline 2001 Number of Students 2006
Majority of students 0
Performance Scores in Standardized Tests 2009 Number of Students 0
Majority of students
Performance Scores in Standardized Tests
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
0 Performance Scores in Standardized Tests
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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
8 7 6 1 0 5 4 3 2 University of the Philippines College Admission Test (UPCAT) 16 15 14 Number of UPCAT Passers
Up to more than 10% of CVIF seniors
13 12 11 10 9
‘99 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05 ‘06 ‘07 ‘08 ‘09 ‘10 ‘11 ‘12
Year
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 28
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
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 31
Normal approach
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 33
Strategy extracted from the Central Visayan Institute Foundation (CVIF) Dynamic Learning Program (DLP) implemented since 2002.
CCB/MCVB-CVIF Jagna/09 34
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 35
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%)
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
Zambales Bulacan Cavite Abra Isabela Nueva Vizcaya Pampanga Tanay Cam. Sur Romblon Masbate Bohol Surigao Pagadian Gen. Santos
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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 Superior Above Average 1 % 2% 4%
Number of Students
LPON Target
Baseline Number of Students
Majority of students 0
Performance Scores in Standardized Tests Immediate target 0 Performance Scores in Standardized Tests
39 Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines