Learning as One Nation The CVIF Dynamic Learning Program

Situationer

Large classes

Lack of textbooks

Lack of ICT equipment

Lack of qualified

teachers (8% qualified for

Physics)

Poor English

language proficiency

Lack of lab equipment

Wide range of student

abilities (slow to fast)

Socio-economic problems of the

Philippine Educational System

Impact

Country’s poor overall performance in standardized tests:

• Trends in International Mathematics and Science Study (TIMSS)

• International Mathematics Olympiad• International Physics Olympiad

Dire state of science and math education in the country:

• CHED Bulletin: in SY 2004-2005, only 18% of NatSci and only 14% of Engineering enrollees graduate from the same courses

• Only around 20% of the Philippines’ engineering graduates meet international quality standards

The DLP Challenge

Socio-economic problems of the Philippine Educational System

Student

To develop each child to his or her fullest potential so that majority of our young people will totally be at par, or even at an intellectual advantage, compared with those of the advanced countries in terms of aptitude in physics and the other sciences and in rigorous mathematical analysis

Philippine Educational System

To improve basic education in the country

Philippines

To improve the quality of lives of Filipinos

Dynamic Learning Program

The Bernidos

• Developed in 2002 by spouses Dr. Christopher Bernido and Dr. Ma. Victoria Carpio-Bernido

• 2010 Ramon Magsaysay Awardees

• Renowned physicists who earned their doctorate degrees in physics from the State University of New York

• In the 1980s they headed the National Institute of Physics at the University of the Philippines and were university awardees for teaching and research excellence

• President and Principal, respectively, of the Central Visayan Institute Foundation in Jagna, Bohol where DLP was first implemented

The Dynamic Learning Program (DLP)

A teaching method, not a curriculum nor a module

Compatible with even special science and math curricula of science schools

A scientific, process-induced approach to learning

Based on modern & classical teaching strategies in real classroom situations

Developed using a mix of traditional methods, individual instruction, distance

education, Montessori philosophy & results in neuroscience

Designed to improve student learning amidst country's socio-economic constraints

Low-budget yet effective

Focuses on independent student learning, fundamentals and mastery of concepts

Non-traditional Learning

Independent Student Learning(no prior lecture, enabling vs teaching)

• Suitable for large classes• Reduces teaching personnel requirements• Less dependent on abilities & personalities

of the teachers• Develops teamwork among teachers• Addresses entire spectrum of students

(slow to brilliant)• Develops critical thinking• Builds confidence & motivation

DLP

Lecture

Student activity

20%

80%

Lecture

Traditional

Student activity 20%

80%

Non-traditional Learning

Activity-based, multi-domain learning(student copies lesson & answers activities

within school hours, one simple specific attainable concept a day, prepared by

teachers before the start of the school year or quarter or semester)

• Requires less or no textbooks & school supplies only blank paper and pen

• Better retention of concepts• Mastery of concepts• Has built-in modes for teacher self-

evaluation & professional advancement• Develops English language proficiency:

written vs oral• Equalizes learning opportunities: urban &

rural• Builds self-discipline & stamina• Develops accountability & active learning

Workbooks

Learning Activity Sheets

In-school student portfolio

Non-traditional Learning

Strategic rest and study periods(No homework policy, 4 academic days &

syncing of body rhythm)

• Builds accountability• Allows brain to fully develop: 8.5-9.25 hrs

of sleep needed by teens• Allows more time for rest, relaxation and

the family• Removes 'Monday blues'• Allows brain to re-charge• Allows better absorption: difficult subjects

in the morning

Monday Tuesday Wednesday Thursday Friday

Academic Academic

MusicArtsP.E.

Health

Academic Academic

Impact

• Improved academic performance especially in the STEM (Science, Technology, Engineering & Mathematics) disciplines

• Solid basic education feeding collegiate & graduate levels at high levels of competence

• Graduate high quality manpower

• Improved living conditions in the country for all

0

3

6

9

12

'99 '01 '03 '05 '07 '09 '11

CVIF UPCAT Passers since 2002 DLP ImplementationAverage of 10% of seniors yearly

MATH NSAT2001

NCAE2007

NCAE2009

NCAE2010

Students with %-tile 90 & above

1 of 66(1.5%)

13 of 106(12.3%)

21 of 115(18.3%)

54 of 106(51%)

Improved performance of CVIF seniors in DepED nationwide exams

45.3% or 48 (out of 106) CVIF seniors belong to the top 10% nationwide in the overall 2010 NCAE

*No homework throughout 4 years, portfolios can't be brought home & given lectures equivalent to just 1 period a week

CVIF DLP ResultsPerformance Scores in Standardized Tests (NSAT/NCAE)

Where DLP is

• 28 private schools nationwide

• 187 public schools

• 34 Cagayan de Oro City (with Smart)

• 153 Bohol Province (with Gov. Chato)

• More than 600 private and public schools nationwide implementing Learning Physics as One Nation (LPON)

LUZON

Angeles University Foundation Integrated SchoolArellano UniversityCabanatuan Catholic Educational SystemChrist The King CollegeFood for Hungry Minds School, Inc.Greenfield Montessori SchoolHoly Angel UniversityJohn Dewey School for ChildrenJose Rizal InstituteJose Rizal UniversityLa Salle AntipoloPhilippine Science High SchoolShining Light AcademySt. Augustine SchoolSt. Bridget School, QCSt. Dominic AcademySt. Joseph's AcademyStella Maris CollegeThe Kids Nucleus SchoolUniversity of the Cordilleras VISAYAS

Bohol Province DivisionMabini CollegesSacred Heart CollegeSt. Anthony Academy

MINDANAO

Cagayan de Oro City DivisionClaret School of ZamboangaDavao Christian High SchoolDiocesan School of PagadianSt. Mary's Academy of CarmenStella Maris Academy

Pilot: CDO City• Entire DepED Division, one of the lowest-

performing Divisions

• 34 public high schools

• 29,000 students, from 1st to 4th year

• All subject areas

• Training on Learning Physics as One Nation

• Orientation of all 800 teachers and Division personnel

• Pre-testing on English, Science and Math of 1,950 students from 25 public high schools by Center for Educational Measurement

• Checkpoint meetings, write shops and focus group discussion

• March: post-test and refinement of Learning Activity Sheets

Qualitative positive results of CDO City DLP (1st semester: June-October 2011)

On Student Behavior

• Became responsible, organized, accountable, focused, disciplined & independent

• Reading & writing skills improved• Developed creativity & critical thinking• Less absenteeism & cutting of classes• Output are documented• Less expenses

• Responses from Focus Group Discussion conducted by an independent facilitator on October 26, 2011

• 25 participants were composed of Principals, Subject matter expert teachers, Teacher facilitators & other school personnel

On Teacher Behavior & Classroom Management

• Greater teacher accountability (well-prepared everyday, time-conscious) & transparency (objective grading, monitoring of performance by parents)

• More resourceful• Enhanced skills in developing activity

sheets

• Easier monitoring & supervision• Developed teamwork among

administrators, teachers & learners

Learning as One Nation The CVIF Dynamic Learning Program