003 Plenary Achieving Sch Success by Dr Chris Victoria Bernido

7/27/2019 003 Plenary Achieving Sch Success by Dr Chris Victoria Bernido

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ACHIEVING SCHOOL SUCCESS:

THE CASE OF THE

CENTRAL VISAYAN INSTITUTE FOUNDATION

Christop her C. Bernido and M. Victor ia Carpio -Bernido

Research Center for Theoret ical Phys ics

Central Visayan Inst i tu te Foundat ion

Jagna, Boho l 6308 Phi l ipp ines

LEAP Conference 2011Global Trends and Issues in School Leadership

11 February 2011

Ateneo de Manila University, Philippines


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http://www.bbc.co.uk/worldservice/learningenglish/communicate/blog/student//

images/worldmap_lg.jpg&imgrefurl


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Central Visayan Institute Foundation

In Jagna, Bohol,Philippines


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Jagna: 4thclass municipality; population ~ 32,000

Jagna

http://www.bohol.ph/map.php

Tagbilaran
http://www.bohol.ph/map.phphttp://www.bohol.ph/map.php


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~ 95% of incoming freshmen come fromrural public elementary schools

CVIF tuition : P 7,500 per student per year

Marked lack of home educational support


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How do we enable each

child to develop to his/herfullest potential?


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There is a need for new pedagogical

perspect ives given the global real i t ies:

A new generation of learners whose brains are

wired differently.

A world made smaller and more efficient bytechnology (internet access, cell phones, etc.)

Higher global standards of quality in education

and training.

An emerging worldwide lack of qualified

teachers especially in the STEM disciplines.

7


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EFFICIENCY

In the least time,

at least cost,

to have the majority of students

having the highest levels of mastery

in science, math, and the humanities,

based on international standards.

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THE CVIF DYNAMIC LEARNING PROGRAM

( IMPLEMENTED SINCE 2002 )


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The CVIF Dynamic LearningProgram (DLP)applies a synthesis ofclassical and modern pedagogical

theories adapted to foster the highestlevel of learning, creativity, andproductivity for a wide spectrum ofstudents.


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Lecture /Class

Discussion(70-80%)

IndependentStudentActivity

(70-80%)

StudentActivity

Lecture /

ClassDiscussion

Conventional

CVIFProgram


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For all subjects, there is noint roductory lecturebefore CVIF

students do the learning activities

(questions, problems, etc.). Lectures and class discussion are

done only about 1/4 of the time (therest being allotted for writtenactivities).


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Agrees with prof. S. Gopinathan remarks

(LEPI 2010) on c2015 work-related skills:

Taking responsibility for ones own

learning.

Knowing how to work independentlywithout close supervision.

Being resilient in the face of difficulties. Being confident and able to investigate

problems and find solutions.


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THE CVIF DYNAMIC LEARNING PROGRAM

Parallel Learning Groups (Modified

Jigsaw Strategy)

Activity-based Multi-domain Learning

In-school Comprehensive StudentPortfolio (instead o f no tebooks)

Teachers Comprehensive Portfolio

(instead o f Lesson Plans)

Strategic Study / Rest Periods

Integrated Spiritual and Cultural

Formation


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Parallel Learning Groups

(Simultaneous Classes)

Expert

Teacher

Section 1

Facilitator

Section 3

Facilitator

Section 2

Facilitator


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CLASS SCHEDULE (ACADEMIC DAY )

SY 2009-2010


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The portfolios and all Activities

and projects cannot be brought

home.(Portfolios are returned to the

students at the end of the year.)


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CCB/MCVB-CVIF Jagna/09

18

Right: Students of Davao

Christian High School of

Davao City, a Chinese

school which has applied

the CVIF DLP since 2005

Above: CVIF students on

a typical academic day

Above:

Some

Physics

portfolios


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CVIF students have nohomework throughout their 4

years in high school.


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How do we measure success?

Tangibles

Intangibles


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Present

Post-school



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The number of students who

manifest learning through

competency-based standardizedexams.

The depth of learning manifested

by students.


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25 % of the CVIF seniors belong to

the top 10 % nationwide in

reading comprehension.

(28 out of 110 students)

7 Students got 99 %-tile rank inReading Comprehension.

2008 National Career Assessment

Examinat ion (NCAE):


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Improved Performance in

DepEd Nationwide Exams

MathNSAT

2001

NCAE

2007

NCAE

2009

Students with

%-tile 90 &

above

1 /66

(1.5%)

13 /106

(12.3%)

21 /115

(18.3%)

Central Visayan Institute Foundation

Jagna, Bohol


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Overall

GSA

NSAT

2001

No. of

students

NCAE

2008

No. of

students

NCAE

2009

No. of

students

99 - 99+ 0 3 2

98 0 2 3

97 0 2 4

90 - 99

%tile

1 of 66

(2%)

21 of 110

(19%)27 of 115

(23%)


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Performance Scores in Standardized Tests

0

Majority of

students

Number

of

Students

Baseline

2001

0


Number

of

Students

2006


Majority

of students

0

Number

ofStudents

2009NSAT/

NCAE


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University of the Philippines

College Admission Test (UPCAT)Number ofUPCAT Passers

Year

12

11

10

9

8

7

6

5

4

3

2

1

0

080605040302010099 09 10

Up to about

10% of CVIF

seniors

07 11


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International Benchmarking

SAT scores of marker student withincut-off of good American universities

Alumna now in U California

Berkeley, BS Computer Science

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All 153 public high schools in Bohol to implement the

CVIF-DLP in SY 2011-2012 (initiative of Governor Edgar Chatto;

approved for piloting by Secretary Bro. Armin Luistro).

http://www.bohol.ph/map.php
http://www.bohol.ph/map.phphttp://www.bohol.ph/map.php


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Spin-off of the CVIF-DLP:

The Learning Physics as

One Nation Project


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Declining Trend

DOST Survey of High School Physics Teachers:

1990s: 27% Physics teachers qualified

2003: 8% Physics teachers qualified


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NORMAL APPROACH


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239 Student WrittenActivities (70%)

plus

18 DVD volumes of VideoLessons by physicists

(30%)

Fund for Assistance to Private EducationLEARNING PHYSICS

AS ONE NATION


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260 SCHOOLS

REPRESENTINGALL REGIONS

(OVER 27,000STUDENTS)

Fund for Assistance to Private Education

Learning Physics as

One Nation Project

Bohol

Isabela

Zambales

Nueva VizcayaPampanga

BulacanTanay

Cavite

Gen. Santos

Pagadian

Surigao

Abra

NagaRomblon

Masbate

Cam Sur


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ASSESSMENT


See Carpio-Bernido, M.V., Bernido, C. C.

and Porio, C. C.,Assessment of StudentPerformance in the Learning Physics as OneNation Project, Philippine Education

Research Journal (www.perj.org),September 2010.


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CCB/MCVB-CVIF Jagna/09 36

Very Poor

24%

Poor

32%

BelowAverage

17%

Low Average

14%

Average

7%

High Average

4%

Above

Average

1%

Superior

1%

Excellent

0%

Pretest Percentage of Examinees By Quality

Index

Very Poor

Poor

Below Average

Low Average

Average

High Average

Above Average

Superior

Excellent

Very Poor16%

Poor25%

BelowAverage

15%

LowAverage

17%

Average11%

HighAverage

9%

AboveAverage

4%

Superior2%

Excellent1%

Posttest Percentage of Examinees By

Quality Index

Very Poor

Poor

Below Average

Low Average

Average

High Average

Above Average

Superior

Excellent

Pre-test

Post-test


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37

CEM Best

School

SY 2007-2008

LPON SchoolSY 2008-2009

Number of

examinees 205 232Mean Percent

Correct 49 44Maximum 79 83

Minimum 21 21Excellent 14 10

Superior 16 9


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0

Majority of

students

Number

of

Students

Baseline

Majority

of students

0


Number

of

Students

Present target


Majority

of students

0

Number

of

Students

Long-range target


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KEY SUCCESS VARIABLES


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SCIENTIFIC MINDSETS:

Administrators

Teachers

Learners

Parents


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Deal scientifically with

realities and observables.


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Well-definedtargets

CurriculumAssessment

Analysis

Analysis

Analysis Analysis


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In situcurriculum adaptation and reform:

balancing world-class targets,meager resources, national policy and

culture in a developing country

Carpio-Bernido, M.V., in Proc. International Conference

on Science & Mathematics Education, National Institutefor Science & Mathematics Education Development,

University of the Philippines (2008).


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Curriculum

Globalperformance

standards

Compliance

withDepartmentof Education

Lack of

humanandmaterialresources

Prevailingcommunityand national

culture


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IN SITU CURRICULUM ADAPTATION

Strongly results-driven for annually

increasing number of students with

higher performance levels

Constraints taken as challenges and

opportunities for creativity and

innovationfocus of meager resources

in high impact areas such as choice of

curricular emphasis


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Development of a solid learning ethos

and conducive environment

Routine and prompt schedules The quiet school on academic days

Sports and arts on PE days


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The CVIF DLP and allco- and extra-

curricular activities are geared towardsmaximizing:

Motivat ion Focus

Conf idence and Composure

Self-Discipl ine

Stamina


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Analysis

TrainingSynthesis

Creative

Problem-

Solving

Discipline

Stamina


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REALIZATION:

50

Lack of : Teachers Textbooks Lab equipment

are not core problems.

Focusing on them is a waste oftime and resources that could bebetter spent elsewhere.


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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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THE PROBLEM OF MOTIVATION:

Conventional Games

Stories

Group work Recitation

Board work

Etcetera

CVIF-DLPHabit-forming

(biological)

Daily protocol forwriting of activities

on the Activity

Sheet

external internal


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If we have process-induced

learning, then the essential variables of

education can be reduced into two:

choice of curricular content

learner disposition

M. V. Carpio-Bernido and C. C. Bernido

RM 2010 Awards Lecture

http://www.rmaf.org.ph


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The

LearningMindPedagogy Cognitive

Psychology

Neuroscience

Physics, Chemistry, Biology, Mathematics


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LEVELS OF ANALYSIS

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gross anatomy and

physiology

cellular

molecular

sub-molecular

concept formation

and behavior

genetic


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Brain imaging

by posi t ron emiss ion

tomography (PET)


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Principles of Neural Science ( 4th_Edition)

Editors: Eric R. Kandel, James H. SchwartzandThomas M. Jessell


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THE TASK-ORIENTED BRAIN

brain activation of different structuralparts to achieve or accomplish a task;

compensation for deficits or weakness

of certain regions;

parts can perform multiple functions

[See e.g., R. J. Sternberg, Cognitive Psychology; S.Gilman and S. W. Newman, Manter and GatzsEssentials

of Neuroanatomy and Neurophysiology; OECD 2002]

MVBernido and CCBernido, Samahang Pisika ng Pilipinas Congress 2010, Antipolo City

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Is there a neuronal basis for

the strategic rest component ofthe CVIF DLP?

MVBernido and CCBernido, SPP 2010 Antipolo City

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Enhancing creativity and originality

through strategic study and rest periods

PEHM Days

(Wednesdays:

no academic

classes)

No-homework

policy


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NO HOMEWORK: WHY?

To enjoy wholesome leisure More relaxing family time

Sleep early (by 8 or 9 p.m.) so they can be

fresh and energized for the next daysschoolwork.

Health experts say that young persons need

8 hours of sleep and an additional one-fourth

hour for every year of age under 18 years old.


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THE ADOLESCENT BRAIN

developmental work in progress

Brain imaging has revealed that both brainvolume and myelination (a maturing

process of neural connections) continue togrow throughout adolescence and duringthe young adulthood period. (OECD,2002)

Note that a myelinated axon has greaterconduction velocity of signals.

Afferent


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The neuronaxon

dendrites nucleus

perikaryonnucleolus

myelin sheath

[Adapted from Manter and Gatzs Essentials of

Clinical Neuroanatomy and Neurophysiology, 9 thed;

and Wheaters Functional Histology, 3rded.]

Afferent

Efferent


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The more profound reason is. . .

to facilitate reflection,

deeper understanding, andprocessing of concepts

learned during the day.

Central Visayan Institute Foundation, Jagna, Bohol, November 2006


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See e.G., Studies ofU. Rutishauser, A.

M. Mamelak, E. M. Schuman, Nature,March 2010 (online).

MVBernido and CCBernido, SPP 2010 Antipolo City

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When memory-related neurons firein sync with certain brain waves, the

resulting image recognition and

memories are stronger than if thissynchronization does not occur.

MVBernido and CCBernido, SPP 2010

Antipolo City


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Synchronization is influenced

by "theta waves"associated

with relaxation, daydreaming anddrowsiness, but also with

learning and memory formation.

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More questions that need to be explored

to improve learner disposition:

neuronal, molecular, sub-molecular basis

forAttention

Learning

MemoryCreativity

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CULTURE AND THE ARTS

Music

Belles Lettres

Visual Arts

Performing Arts



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The plays integrate learning in

Theology

Values

History

Geography

Literature

Music

Languages

Deportment

Public speaking

Documents

003 Plenary Achieving Sch Success by Dr Chris Victoria Bernido