Achieving World-Class Targets with the

CVIF Dynamic Learning Program

Christopher C. Bernido and M. Victoria Carpio-BernidoResearch Center for Theoretical Physics

Central Visayan Institute FoundationJagna, Bohol 6308 Philippines

FUSE, Pearl of the Orient TowerManila, 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

assessments2

• 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.

TRADITIONAL TEACHER-CENTERED METHODS:

Realization:

4

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 LearningIn-school Comprehensive Student Portfolio

(instead of notebooks)Strategic Study / Rest PeriodsIntegrated Spiritual-Cultural Formation and

Nationhood

Lecture and Class

Discussion(70-80%)

Learners’ Independent

Activity(70-80%)

LearnerActivity

LectureDiscussion

Common Practice

CVIF Program

8Carpio-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.

Parallel Learning Groups(Simultaneous Classes)

Expert Teacher

Section 1 Facilitator

Section 3 Facilitator

Section 2 Facilitator

Class Program with Parallel Classes

11

 Time  Mins First Year(3 sections)

Second Year

(3 sections)

Third Year(3 sections)

Fourth Year(3 sections)

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 90 Math / Computer Science Science

11:00-12:00 60 Technology and Livelihood Education / Language Laboratory (once a week)

12:00-1:30 90   L u n c h B r e a k  

1:30-2:30 60 Language Studies (English or Filipino)

2:30-3:30 60 Language Studies (English or Filipino)

3:30-5:00 90 Social Studies and Values EducationCarpio-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 FoundationJagna, Bohol

Writing the Activities activates boththe 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

•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.

Lack of Qualified Teachers: Prepared Activities done independently by students 80% of the time.

Large Classes:Activities are individualized

Central Visayan Institute FoundationJagna, Bohol

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.

STAMINA

Enhancing creativity and originality through Strategic Study and Rest

periodsPEHM 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.

Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

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.

Input factors

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.)

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 24

Performance Scores in Standardized Tests 0

Majority of

students

Numberof

Students

Baseline

2001Majority

of students 0

Performance Scores in Standardized Tests

Number of

Students

2006

Performance Scores in Standardized Tests

Majority of students

0

Numberof

Students

2009

NSAT/ NCAE

Performance Scores in Standardized Tests

Majority of students

0

Numberof

Students

2010

Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines 25

Central Visayan Institute FoundationJagna, Bohol

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).

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

0

‘08‘06‘05‘04‘03‘02‘01‘00‘99 ‘09 ‘10

Up to more than 10% of CVIF seniors

‘07 ‘11 ‘12

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

29

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

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

Pool of qualified teachers

TrainingScholarships

SeminarsWorkshops

Migration

Question:Can students learn essential physics topics

effectively even if their teacher has little or no background in physics?

Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines33

Answer: Yes, but it would require technology and the appropriate strategy.

Strategy extracted from the Central Visayan Institute Foundation (CVIF) Dynamic Learning Program

(DLP) implemented since 2002.

CCB/MCVB-CVIF Jagna/09 34

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 35

Learning Physics as One Nation

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)

Bohol

Isabela

ZambalesNueva Vizcaya

Pampanga

BulacanTanay

Cavite

Gen. Santos

Pagadian

Surigao

Abra

Cam. Sur

Romblon

Masbate More than 600 schools given the

LPON materials withpartnership with local

governments and private sector

Fund for Assistance to Private Education

Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines 37

Post test Performance Level

Percentage of Number of Students

Excellent 1 %

Superior 2%

Above Average 4%

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

Performance Scores in Standardized Tests 0

Majority of

students

Numberof

Students

Baseline

0

Performance Scores in Standardized Tests

Number of

Students

Immediatetarget

Majority of students

LPON Target

Performance Scores in Standardized Tests

Majority of students

0

Numberof

Students

Long-rangetarget

Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines 39

THANK YOU