Achieving Performance Targets with the CVIF Dynamic Learning Program

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

Poverty

Lack of quality

human and

physical resources

Low quality

education

The Vicious Cycle

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 ?

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

4

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

• 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:

Bridging scientific research

and the classroom

The CVIF Dynamic Learning Program

(DLP)(Implemented since 2002)

Central Visayan Institute Foundation

In Jagna, Bohol,Philippines

• 4th class municipality; population ~ 32,000

• ~ 95% of incoming freshmen come from rural public elementary schools

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

For all subjects, there is no introductory lecture before CVIF students do the learning activities (questions, problems, etc.).


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.”

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

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

Parallel Learning Groups(Simultaneous Classes)

Expert Teacher

Section 1 Facilitator



15

Figure I.1: Expert Teacher-Facilitator Scheme with more teachers.

Section 1Facilitator



Expert Teacher

Figure I.2: Expert Teacher-Facilitator Scheme with fewer teachers.

Section 1Expert

Teacher



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

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

MOTIVATION: Clear Learning Targets

• Written on the daily Activity Sheet

• Simple• Specific• Attainable

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

• Learning by doing• Discovery

approach• Problem-solving• Active, not

passive,learning• In-school activity policy

CCB/MCVB-CVIF Jagna/09 20

These are developed through progression from doable familiar activities to more

complex tasks.

CONFIDENCE and COMPOSURE:

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

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.

• Academic days: only on M, T, Th, F with MAPEH day: Wednesday

• No homework throughout four years of high school.

Strategic Study and Rest

Measures of outcomes

• The number of students who manifest learning through competency-based standardized exams.

• The depth of learning manifested by students.


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


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.)

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

28

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


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).

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

EXAMPLE: the problem of motivation:

ConventionalGamesStoriesGroup workRecitationBoard workEtc.

CVIF-DLPDaily protocol for

writing of activities on the Activity Sheet

Habit-forming (biological)

external internal

Designing Learning ActivitiesConcept Notes

(Introductory Material)

Example/illustration

QuestionsProblemsExercises

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.


• 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.


Resistance

Effort Arm

Fulcrum

Effort

Resistance Arm

• 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.


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.


THANK YOU

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Achieving Performance Targets with the CVIF Dynamic Learning Program