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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. Bernido Research Center for Theoretical Physics Central Visayan Institute Foundation Jagna, Bohol 6308 Philippines. DepEd ARMM DLP Writeshop Zamboanga City, 18 April 2012.

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Achieving Performance Targets with the CVIF Dynamic Learning Program

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  1. Achieving Performance Targets with the CVIF Dynamic Learning Program M. Victoria Carpio-Bernido and Christopher C. Bernido Research Center for Theoretical Physics Central Visayan Institute Foundation Jagna, Bohol 6308 Philippines DepEd ARMM DLP Writeshop Zamboanga City, 18 April 2012

  2. 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 ? Central Visayan Institute Foundation Jagna, Bohol

  3. 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 assessments

  4. Central Visayan Institute Foundation Jagna, Bohol, November 2006

  5. TRADITIONAL TEACHER-CENTERED METHODS: • 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

  6. Bridging scientific research and the classroom The CVIF Dynamic Learning Program (DLP)(Implemented since 2002)

  7. Central Visayan Institute Foundation In Jagna, Bohol, Philippines • 4th class municipality; population ~ 32,000 • ~ 95% of incoming freshmen come from rural public elementary schools

  8. Common Practice Lecture and Class Discussion (70-80%) Learners’ Independent Activity (70-80%) Learner Activity Lecture Discussion CVIF Program Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

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

  10. Writing the Activities activates both the psychomotor and visual faculties of the brain. “Neurons that fire together are wired together.” “Neurons that fire out of sync, lose their link.” Central Visayan Institute Foundation Jagna, Bohol

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

  12. The CVIF DLP Components • Parallel Learning Groups (Modified Aronson Jigsaw Strategy) • Activity-based Multi-domain Learning • In-school Comprehensive Student Portfolio (instead of notebooks) • Strategic Study / Rest Periods • Integrated Spiritual-Cultural Formation and Nationhood

  13. Expert Teacher: Regular Subject Teacher for the period, e.g., Chemistry Figure I.2: Expert Teacher-Facilitator Scheme with fewer teachers. Section 1 Expert Teacher Section 2 Facilitator Section 3 Facilitator Teacher Facilitator: May be Expert Teacher of other subjects, e.g., English Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines Figure I.1: Expert Teacher-Facilitator Scheme with more teachers. Section 1 Facilitator Section 2 Facilitator Section 3 Facilitator Expert Teacher

  14. Class Program with Parallel Classes Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

  15. MOTIVATION: Clear Learning Targets • Written on the daily Activity Sheet • Simple • Specific • Attainable

  16. Learning by doing • Discovery approach • Problem-solving • Active, not passive,learning • In-school activity policy

  17. CCB/MCVB-CVIF Jagna/09

  18. CONFIDENCE and COMPOSURE: These are developed through progression from doablefamiliar activities to more complex tasks.

  19. 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

  20. The CVIF Dynamic Learning Program addresses: Large Classes: Activities are individualized Lack of Qualified Teachers: Prepared Activities done independently by students 80% of the time. Learner Disposition: Habit-forming Daily Protocol where students are engaged.

  21. Strategic Study and Rest • Academic days: only on M, T, Th, F with MAPEH day: Wednesday • No homework throughout four years of high school.

  22. Measures of outcomes • The number of students who manifest learning through competency-based standardized exams. • The depth of learning manifested by students.

  23. Input factors • 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. Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines

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

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

  26. 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Number of UPCAT Passers ‘99 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05 ‘06 ‘08 ‘09 ‘10 Year University of the Philippines College Admission Test (UPCAT) Up to more than 10% of CVIF seniors ‘07 ‘11 ‘12

  27. 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). Central Visayan Institute Foundation Jagna, Bohol

  28. Realization: • 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.

  29. Pedagogical insights from the CVIF DLP experience Process-induced learning can be a more efficient pedagogical paradigm than teacher-induced learning.

  30. EXAMPLE: the problem of motivation: Conventional • Games • Stories • Group work • Recitation • Board work • Etc. CVIF-DLP • Daily protocol for writing of activities on the Activity Sheet • Habit-forming (biological) external internal

  31. Designing Learning Activities Concept Notes (Introductory Material) Example/illustration Questions Problems Exercises

  32. Activity Title: Kinds of Simple Machines: The Lever Learning Targets: To describe how the lever works as a simple machine. Reference Title: Science and Technology for the Future Author: Teresita A. Amasol, et al Page Number: 295-304 Type 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 Foundation Jagna, Bohol, November 2006

  33. The Lever A 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 Resistance Arm Effort Arm Fulcrum Central Visayan Institute Foundation Jagna, Bohol, November 2006

  34. 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 Foundation Jagna, Bohol, November 2006

  35. 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 Foundation Jagna, Bohol, November 2006

  36. Thank you

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