The CVIF Dynamic Learning Program: Achieving Performance Targets with Strategic and Efficient Learning

Christopher C. Bernido and M. Victoria Carpio-Bernido Research Center for Theoretical Physics Central Visayan Institute Foundation Jagna, Bohol 6308 Philippines

Central Visayan Institute Foundation

In Jagna, Bohol, Philippines

The original CVIF strategic plan (circa 1999)

Focus on outcomes indexed by real numbers: UPCAT passers, national exams and, if possible, international behavioral standards and assessments. Leapfrog with increased math proficiency, then do broadfront with language and science.

Early roadblocks
Poor facilities Lack of qualified teachers Lack of funds Prevailing lack of sense of urgency nor need for change

Low self-esteem and belief in achieving higher goals in life

Strategic Perspective: The CVIF as a Microcosm and Prototype

World Philippines
CVIF

 Global Trends and Issues Impacting Philippine Education CVIF-DLPs Response Insights from Pedagogy, Cognitive Psychology and Neurosciences

Global Trends #1
Emerging lack of Science,Technology, Engineering, Math (STEM) Teachers On-going aggressive recruitment of science and math teachers to the US, Canada, Australia, New Zealand, etc., even from countries like the Philippines which already has a severe shortage of qualified teachers.

Global Trends #1
Emerging lack of Science,Technology, Engineering, Math (STEM) Teachers

The US needing for the next decade 1 million more

STEM graduates than what they could produce at the present rate.

Western Europe experiencing a decline in students

going into STEM.

Common problem in poor countries

CVIF-DLPs Response:
A Systems Approach to Process-induced Learning

For schools which lack qualified teachers: bypass the lack of teachers.
For schools with good teachers: redefine the role of teachers.

CVIF-DLP Conceptual Framework

Focus of Learning Program

Improving learner disposition

Narrowing gap between required and desired, intended and implemented curricula
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Features of process-induced learning

Common Practice
Learner Activity

Learners Independent Activity (70-80%)

Lecture Discussion

Lecture and Class Discussion (70-80%)

CVIF Program

 For all subjects, there is no introductory lecture before 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).

In the CVIF-DLP:
Students learn how to work independently without
close supervision ( about 70% of the time the subject teacher is outside of the classroom ).

Students become responsible for their own learning. Students become more confident and able to
investigate problems and find solutions.

Students become resilient in the face of difficulties.

Parallel Classes Scheme

Strategic StudyRest Periods

Daily Protocol for Accomplishing of DLP Activity Sheets

Improving Learner Disposition

In-school Comprehensive Learner Portfolio

Integrated Spiritual and Cultural Formation

15

Time
7:30-7:40 7:40-9:10 9:10-9:30 9:30-11:00 11:00-12:00 12:00-1:30

Mins First Year Second Year Third Year Fourth Year

(3 sections) (3 sections) (3 sections) (3 sections)

10 90 20 90 60 90 60 60 90

Morning Prayers and Flag Ceremony

Science
R e c e s

Math / Computer Science

s

Math / Computer Science

Science

Technology and Livelihood Education / Language Laboratory (once a week)

L u n c h B r e a k

1:30-2:30
2:30-3:30 3:30-5:00

Language Studies (English or Filipino) Language Studies (English or Filipino) Social Studies and Values Education

Insights from Neurosciences

brain activation of different structural parts to achieve or accomplish a task; compensation for deficits or weakness of certain brain regions; parts of the brain can perform multiple functions
[ See e.g., R. J. Sternberg, Cognitive Psychology; S. Gilman and S. W. Newman, Manter and Gatzs Essentials of Neuroanatomy and Neurophysiology; OECD 2002 ]

Insights from Neurosciences

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

Distinction between learners being behaviorally dynamic or cognitively dynamic

See e.g., Mayer, R. E. (2004). American Psychologist 59, No. 1, 14-19.

20

Global Trends #2 :

CVIF-DLPs Response:
Development of a good learning ethos over content coverage.
Writing slows the students down allowing more time for the brain to absorb a topic.

Writing and drawing of figures activate both the psychomotor and visual faculties.

FOCUS: Enhanced by an Activity-based

Multi-domain Learning
Learning by doing

Discovery approach Problem-solving Active, not passive, learning

In-school activity policy
23

Insights from Neurosciences

Neurons that fire together are wired together. Neurons that fire out of sync, lose their link.
- D. Hebb CVIF DLP: Writing the Activities activates both the psychomotor and visual faculties of the brain.

CENTRAL VISAYAN INSTITUTE FOUNDATION

Jagna, Bohol 6308 Philippines

ACTIVITY SHEET
Name: _____________________________________ Year and Section: ___________________________ Please check the appropriate box.
Subject Religion/Values Ed. General Science Biology Type of Activity
Concept Notes Skills / Exercise / Drill

Grade/Score: ____________ Date: __________________

Chemistry Physics Math

Laboratory Report Drawing / Art

English Filipino Araling Panlipunan

Formal Theme Informal Theme

TLE / IT MAPEH CAdT

Others: _________

Activity Title: LearningTargets: Reference: Title Author

Page Numbers

Designing Learning Activities

Concept Notes (Introductory Material)

Example/illustration

Questions Problems Exercises

Insights from Neurosciences

The adolescent brain:

developmental work in progress Brain imaging has revealed that both brain volume and myelination (a maturing process of neural connections) continue to grow throughout adolescence and during the young adulthood period. (OECD, 2002) Note that a myelinated axon has greater conduction velocity of signals.

Afferent

dendrites

nucleus

perikaryon nucleolus axon

The neuron
Efferent

myelin sheath

[Adapted from Manter and Gatzs Essentials of Clinical Neuroanatomy and Neurophysiology, 9th ed; and Wheaters Functional Histology, 3 rd ed.]

Central Visayan Institute Foundation Jagna, Bohol, April 2012

28

CVIF-DLPs Response:
Every academic day in the CVIF-DLP is geared towards developing stamina and discipline.

STAMINA and DISCIPLINE :

These are developed by the routine of learning activities. At the end of the school year each student has written over 200 pages of concept notes, drills, exercises, illustrations, etc, for each subject.
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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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Fourth year students, Section-A (Honors) 48 students

SY 2011-2012

Number of Questions Answered in a School Year:

Science
878

Math
843

Eng
786

Fil
842

Total no. of Makabayan Questions

1541 4890

Global Trends # 3
Information now readily accessible (internet, cell phones, etc.) to a new generation of learners whose brains are wired differently.

CVIF-DLPs Response: Enable the students to become independent learners.

The CVIF-DLP develops in the students the following habits of the mind:
To analyze new and unfamiliar materials;
To be critical of new available data; To synthesize various topics mastered; To solve problems and create new pathways.

Global Trends # 4: Tutoring after school (cram school) or has become a billion dollar industry.

CVIF-DLPs Response:
Enhancing creativity and originality through strategic study and rest periods.

Advise from Health Experts:

Insights from Neurosciences:

See e.g., studies of U. Rutishauser, A. M. Mamelak, E. M. Schuman, Nature, March 2010 (online):

memory-related neurons fire in sync with certain brain waves, the resulting image recognition and memories are stronger than if this synchronization does not occur.

When

Synchronization is influenced by "theta waves" associated with relaxation, daydreaming and drowsiness, but also with learning and memory formation.

To summarize: The CVIF DLP Components

Parallel Learning Groups (Modified Jigsaw Strategy) Daily Protocol for Learning Activities In-school Comprehensive Student Portfolio (instead of notebooks) Teachers Comprehensive Portfolio (instead of Lesson Plans) Strategic Study / Rest Periods Integrated Spiritual and Cultural Formation

Global Trends # 5 Culture of high finance, market forces, luxury and conveniences

CVIF-DLPs Response: Functional spiritual formation

In carrying out its curricular, co-curricular and extra-curricular programs, the CVIFDLP adopts the perspective:

Primum Regnum Dei,

Motto of Ateneo de Naga University

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.

The CVIF-DLP is a package of paradoxes: To teach more, teach less.

To cover more, cover less.

To speed up, first slow down. To master more, study less.

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

Performance Indicators:
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.) Tuition is P 8,000 per student per year.

NSAT Overall 2001 GSA No. of

students

NCAE 2008
No. of students

NCAE 2009
No. of students

NCAE 2010
No. of students

99 - 99+
98 97

0
0 0

3
2 2

2
3 4

8
4 7

90 - 99 1 of 66 21 of 110 27 of 115 %tile (2%) (19%) (23%)

48 of 106

(45%)

Improved Performance in DepEd Nationwide Exams

Math

NSAT 2001

NCAE 2007

NCAE 2009

NCAE 2010

1 of 13 of 21 of 54 of Students 115 with %-tile 66 106 106 90 & above (1.5%) (12.3%) (18.3%) (51%)
17 students scored in the 99-99+ percentile rank in the NCAE 2010
Central Visayan Institute Foundation

NSAT NCAE NCAE NCAE NCAE 2001 2007 2009 2010 2007
English
Verbal Ability Verbal Ability Verbal Ability
Reading Comprehension

NCAE NCAE 2010 2009

Reading Reading Compre- Comprehension hension

Mean

40.2

52.5

63.9

73.6

60.3

69.2

83.1

Median

38 2 of 66
(3 %)

49

66

79

63 18 of 106

75 26 of 115

88 47 of 106

90 to 99 %-tile

10 of 20 of 36 of 106 115 106

(9 %)

(17%) (34%) (17 %) (23 %) (44%)

Percentile Rank in NCAE 2011 (given to Juniors)

Percentile Rank Mathematical Ability Scientific Ability

99+

12 Students

7 Students

99

3 Students 4 Students

NSAT/ NCAE
Number of Students

Baseline

2001
Majority of students

Number of Students

2006

Performance Scores in Standardized Tests

Performance Scores in Standardized Tests

Number of Students

2009
Majority of students
0

Number of Students

2010
Majority of students
0

Performance Scores in Standardized Tests

Performance Scores in Standardized Tests

University of the Philippines College Admission Test (UPCAT)

16

15
14

Number of UPCAT Passers

13
12

Up to more than 10% of CVIF seniors

11
10

9
8

7
6

5
4

3
2

1
0

99

00

01

02

03

04

05

06

07

08

09

10

11

12

Year

International Benchmarking
SAT scores of marker student within cut-off of good American universities
Alumna accepted in U California Berkeley, BS Computer Science

Nation-wide distribution of talents

Bohol

Requirements for scaling up in education

In the shortest possible time, with only local resources (no need for loans), to have the highest possible number of students having the highest levels of mastery

in the sciences, math and engineering disciplines, based on international standards.

CCB/MCVB-CVIF Jagna/09 57

Scaling up partners:
Rep. Luis Villafuerte of Camarines Sur Governor Edgar M. Chatto of Bohol Smart Communications PLDT-Smart Foundation Meralco Foundation Diocese of Pagadian Claret School of Zamboanga City Diocese of Cabanatuan ARMM LGU-DepEd partnership DepEd-PLDT-Smart partnership for Cagayan de Oro, Negros Oriental, Sagay City, Basilan ...

Further information: website put up by Smart Communications, Inc. www.dlp.ph

Thank you