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Achieving Performance Targets with the
CVIF Dynamic Learning Program
M. Victoria Carpio-Bernido and Christopher C. BernidoResearch Center for Theoretical Physics
Central Visayan Institute FoundationJagna, Bohol 6308 Philippines
DepEd ARMM DLP WriteshopZamboanga City, 18 April 2012
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Poverty
Lack of quality
human and
physical resources
Low quality
education
The Vicious Cycle
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Central Visayan Institute FoundationJagna, Bohol
Is it possible to have a low-budget yet effective educational program that:
• is suitable for large classes;• requires less textbooks;• requires less science equipment;• reduces teaching personnel requirements;• is less dependent on the abilities and personalities of teachers;• has built-in modes for teacher self-evaluation and professional advancement;• has built-in checks of dysfunctional behavior ?
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A new generation of learners whose brains are wired differently.
Information now readily accessible to learners (internet, cell phones, etc.)
New results from NeuroscienceAn emerging worldwide lack of qualified
teachers in the STEM disciplines.Political pressure of international assessments
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Central Visayan Institute FoundationJagna, Bohol, November 2006
Addressing the whole spectrum:
Slow learners
Majority
Bright to brilliant students
Average students
Performance scores
Nu
mb
er
Of
stu
de
nts
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• Generally boil down to lecture style
• Foster passive learning• Learning too dependent
on abilities of the teacher
• Unprepared teachers indulge in homilies, stories and even vulgar jokes
TRADITIONAL TEACHER-CENTERED METHODS:
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Bridging scientific research
and the classroom
The CVIF Dynamic Learning Program
(DLP)(Implemented since 2002)
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Central Visayan Institute Foundation
In Jagna, Bohol,Philippines
• 4th class municipality; population ~ 32,000
• ~ 95% of incoming freshmen come from rural public elementary schools
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Lecture and Class
Discussion(70-80%)
Learners’ Independent
Activity(70-80%)
LearnerActivity
LectureDiscussion
Common Practice
CVIF Program
9Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
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For all subjects, there is no introductory lecture before CVIF students do the learning activities (questions, problems, etc.).
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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.”
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•Principles of Neural Science ( 4th_Edition)Editors: Eric R. Kandel, James H. Schwartz and Thomas M. Jessell
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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
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Parallel Learning Groups(Simultaneous Classes)
Expert Teacher
Section 1 Facilitator
Section 3 Facilitator
Section 2 Facilitator
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Figure I.1: Expert Teacher-Facilitator Scheme with more teachers.
Section 1Facilitator
Section 2Facilitator
Section 3Facilitator
Expert Teacher
Figure I.2: Expert Teacher-Facilitator Scheme with fewer teachers.
Section 1Expert
Teacher
Section 2Facilitator
Section 3Facilitator
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Expert Teacher: Regular Subject Teacher for the period, e.g., Chemistry
Teacher Facilitator: May be Expert Teacher of
other subjects, e.g., English
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Class Program with Parallel Classes
16
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 ScienceMath /
Computer Science
9:10-9:30 20 R e c e s s
9:30-11:00 90Math /
Computer ScienceScience
11:00-12:00 60Technology 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
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MOTIVATION: Clear Learning Targets
• Written on the daily Activity Sheet
• Simple• Specific• Attainable
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CENTRAL VISAYAN INSTITUTE FOUNDATION Jagna, Bohol 6308 Philippines
A C T I V I T Y S H E E T
Name: _____________________________________ Grade/Score: ____________ Year and Section: ___________________________ Date: __________________
Please check the appropriate box.
Subject
Religion/Values Ed. Chemistry English TLE / IT
General Science Physics Filipino MAPEH
Biology Math Araling Panlipunan CAdT
Type of Activity
Concept Notes Laboratory Report Formal Theme Others:
Skills / Exercise / Drill Drawing / Art Informal Theme _________
Activity Title: LearningTargets:
Reference: Title
Author Page Numbers
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• Learning by doing• Discovery
approach• Problem-solving• Active, not
passive,learning• In-school activity policy
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CCB/MCVB-CVIF Jagna/09 20
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These are developed through progression from doable familiar activities to more
complex tasks.
CONFIDENCE and COMPOSURE:
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Instead of notebooks,the Comprehensive Student Portfolio
• Compilation of all activities, exams, quizzes, concept notes
• Color-coded for subject areas
• Cumulative scholarship (typical of scientists’ works)
• In-school Portfolio Policy
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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.
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• Academic days: only on M, T, Th, F with MAPEH day: Wednesday
• No homework throughout four years of high school.
Strategic Study and Rest
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Measures of outcomes
• The number of students who manifest learning through competency-based standardized exams.
• The depth of learning manifested by students.
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Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Jagna is a fourth class municipality
~ 90% 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 7,500 per student per year.
Input factors
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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.)
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Overall GSAGeneral
Scholastic Aptitutde
NSAT 2001No. of
students
NCAE 2008No. of
students
NCAE 2009No. of
students
NCAE 2010No. of
students
99 - 99+ 0 3 2 8
98 0 2 3 4
97 0 2 4 7
90 - 99 %tile
1 of 66 (2%)
21 of 110 (19%)
27 of 115 (23%)
48 of 106
(45%)Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
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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
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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).
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Realization:
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Lack of : •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.
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Process-induced learning can be a more efficient pedagogical paradigm than teacher-induced learning.
Pedagogical insights from the CVIF DLP experience
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EXAMPLE: the problem of motivation:
ConventionalGamesStoriesGroup workRecitationBoard workEtc.
CVIF-DLPDaily protocol for
writing of activities on the Activity Sheet
Habit-forming (biological)
external internal
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Designing Learning ActivitiesConcept Notes
(Introductory Material)
Example/illustration
QuestionsProblemsExercises
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Activity Title: Kinds of Simple Machines: The LeverLearning Targets: To describe how the lever works as a simple
machine.Reference Title: Science and Technology for the FutureAuthor: Teresita A. Amasol, et alPage Number: 295-304Type of Activity: Concept Notes
A simple machine helps us do our work by reducing the force needed to carry out a task. Some simple machines help us do work by changing the direction of the force one has to apply.
Central Visayan Institute FoundationJagna, Bohol, November 2006
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• The LeverA lever is a long plank or bar that is free to
move about a fixed point whenever an effort force is applied. The following figure shows the different parts of a lever.
Central Visayan Institute FoundationJagna, Bohol, November 2006
Resistance
Effort Arm
Fulcrum
Effort
Resistance Arm
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• Fulcrum – is the point where the lever is supported. The lever moves about the fulcrum.
• Effort – is the force exerted on one end of the lever.• Resistance – is the force that the lever acts against –
that is, the weight of the object or the load.• Effort arm – is the distance from the fulcrum to the point
where the effort is exerted.• Resistance arm – is the distance from the resistance
force to the fulcrum.
Note: The effort arm is the same as the effort distance, while the resistance arm is the same as the resistance distance.
Central Visayan Institute FoundationJagna, Bohol, November 2006
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Vocabulary:• reducing• plank• resistance Classroom Activity: Construct your own mini-lever with
a wooden bar or ruler. Identify the different parts of your lever. Measure the effort distance and resistance distance for each load you place on your lever.
Central Visayan Institute FoundationJagna, Bohol, November 2006
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THANK YOU