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Achieving World-Class Targets with the 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.

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Achieving World-Class Targets with the CVIF Dynamic Learning Program

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  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. 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. 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.

  10. Class Program with Parallel Classes Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

  11. For all subjects, there is no introductory lecturebefore 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).

  12. 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

  13. Principles of Neural Science ( 4th_Edition) • Editors: Eric R. Kandel, James H. SchwartzandThomas M. Jessell

  14. CCB/MCVB-CVIF Jagna/09

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

  16. 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

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

  18. Advise from Health Experts:

  19. 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

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

  21. 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

  22. 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

  23. Improved performance in DepEd nationwide exams 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. NSAT/ NCAE Number of Students Majority of students 0 Performance Scores in Standardized Tests Baseline 2001 2006 Number of Students Majority of students 0 Performance Scores in Standardized Tests 2009 2010 Number of Students Number of Students Majority of students Majority of students 0 Performance Scores in Standardized Tests 0 Performance Scores in Standardized Tests Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

  25. 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

  26. 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Number of UPCAT Passers ‘99 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05 ‘06 ‘08 ‘09 ‘10 Year University of the Philippines College Admission Test (UPCAT) Up to more than 10% of CVIF seniors ‘07 ‘11 ‘12

  27. 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).

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

  30. 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 Training Scholarships Seminars Workshops Pool of qualified teachers Migration

  32. 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%)

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

  37. For over 5,000 students who participated in the LPON Pilot Project in SY 2008-2009

  38. LPON Target Number of Students Majority of students 0 Performance Scores in Standardized Tests Baseline Immediate target Number of Students Majority of students 0 Performance Scores in Standardized Tests Long-range target Number of Students Majority of students 0 Performance Scores in Standardized Tests Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

  39. Thank you

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