Achieving World-Class Targets with the
CVIF Dynamic Learning Program
Christopher C. Bernido and M. Victoria Carpio-Bernido
Research Center for Theoretical Physics
Central Visayan Institute Foundation
Jagna, Bohol 6308 Philippines
FUSE, Pearl of the Orient Tower
Manila, 24 July 2012
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
2
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
and irrelevant stories.
Realization:
Lack of :
• Qualified 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.
4
Bridging scientific research
and the classroom
The CVIF Dynamic Learning Program
(DLP)
(Implemented since 2002)
The CVIF Dynamic Learning
Program (DLP) applies a synthesis of
classical and modern pedagogical
theories adapted to foster the highest
level of learning, creativity, and
productivity for a wide spectrum of
students.
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
Common
Practice
Learner
Activity
Lecture and
Class
Discussion
(70-80%)
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Learners’
Independent
Activity
(70-80%)
Lecture
Discussion
CVIF
Program
8
New mindsets required
For Teachers:
The duty of a teacher is not to teach,
but to enable students to learn.
for Students and Their Families:
Students learn “how to learn”
independently.
Parallel Learning Groups
(Simultaneous Classes)
Section 1
Facilitator
Section 2
Facilitator
Expert
Teacher
Section 3
Facilitator
Class Program with Parallel Classes
Time
Mins
First Year
(3 sections)
Second
Year
Third Year
Fourth Year
(3 sections)
(3 sections)
(3 sections)
7:30-7:40
10
7:40-9:10
90
9:10-9:30
20
9:30-11:00
90
Morning Prayers and Flag Ceremony
Math /
Computer Science
Science
R
e
c
Math /
Computer Science
e
s
s
Science
Technology and Livelihood Education /
Language Laboratory (once a week)
11:00-12:00
60
12:00-1:30
1:30-2:30
90
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 Education
L u n c h
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
B r e a k
11
For all subjects, there is no introductory
lecture before CVIF 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).
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.”
- D. Hebb
Central Visayan Institute Foundation
Jagna, Bohol
•
Principles of Neural Science ( 4th_Edition)
Editors: Eric R. Kandel, James H. Schwartz and Thomas M. Jessell
CCB/MCVB-CVIF Jagna/09
15
The CVIF Dynamic Learning Program addresses:
Large
Lack of Qualified
Learner
Classes:
Teachers:
Disposition:
Activities are
Habit-forming
Daily Protocol
where students
are engaged.
individualized
Prepared Activities
done independently
by students 80% of
the time.
STAMINA
This is developed by the routine of
learning activities. At the end of the
school year each student has written
150-200 pages of concept notes, drills,
exercises, illustrations, etc, for each
subject.
Central Visayan Institute Foundation
Jagna, Bohol
Enhancing creativity and originality
through Strategic Study and Rest
periods
PEHM Days
(Wednesdays:
no academic
classes)
No-homework
policy
Advise from Health Experts:
The more profound reason for the
Strategic Study and Rest is . . .
to facilitate reflection,
deeper understanding, and
processing of concepts
learned during the day.
Central Visayan Institute Foundation, Jagna, Bohol, November 2006
Measures of outcomes
• The number of students who
manifest learning through
competency-based standardized
exams.
• The depth of learning manifested by
students.
Input factors
 Jagna is a fourth class municipality
 ~ 95% 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 8,000 per student per year.
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.)
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
Improved performance in
DepEd nationwide exams
Math
NSAT
2001
NCAE
2007
NCAE
2009
Students
1 of
21 of
13 of
with %-tile
66
115
106
90 &
(12.3%)
(1.5%)
(18.3%)
above
NCAE
2010
54 of
106
(51%)
9 students scored in the 99+ percentile rank (PR)
8 students scored in the 99 PR in the NCAE 2010
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
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NSAT/ NCAE
Baseline
2001
Number
of
Students
Number
of
Students
2006
Majority
of
students
0 Performance Scores in Standardized Tests
Number
of
Students
0
Performance Scores in Standardized Tests
2009
Majority
of students
0
Performance Scores in Standardized Tests
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
25
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
University of the Philippines College Admission Test (UPCAT)
16
15
Number of
UPCAT Passers
Up to more than
10% of CVIF seniors
14
13
12
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.
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
28
Rather than
teacher-induced learning,
we propose
process-induced learning
as a new paradigm.
Carpio-Bernido, M. V., Bernido, C. C. (2011) CVIF
Dynamic Learning Program: A Systems Approach to
Process-Induced Learning. In Proc. of the epiSTEME 4
(Mumbai:HBCSE).
29
Spin-off of the CVIF-DLP:
The Learning Physics as One
Nation Project
Declining Trend
DOST Survey of High School Physics Teachers:
• 1990’s: 27% Physics teachers qualified
• 2003:
8% Physics teachers qualified
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
31
Normal approach
Question:
Can students learn essential physics topics
effectively even if their teacher has little
or no background in physics?
Answer:
Yes, but it would require technology
and the appropriate strategy.
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
33
Strategy extracted from the
Central Visayan Institute Foundation
(CVIF) Dynamic Learning Program
(DLP) implemented since 2002.
CCB/MCVB-CVIF Jagna/09
34
Large scale strategy
In the quickest time,
with economy of resources,
to have the maximum number
of students having the
highest levels of mastery
in the sciences, math and
engineering disciplines.
CCB/MCVB-CVIF Jagna/09
35
Learning Physics as
One Nation
239 Student Learning Activities
(70%)
plus
18 DVD volumes of Video
Lessons by
physicists/educators (30%)
Fund for Assistance to Private Education
Fund for Assistance to Private Education
Learning Physics as
One Nation Project
(LPON)
Abra
Isabela
Zambales
Bulacan
Cavite
Nueva Vizcaya
Pampanga
Tanay
Cam. Sur
Romblon
More than 600
schools given the
LPON materials with
partnership with local
governments and private
sector
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011,
Philippines
Masbate
Bohol
Surigao
Pagadian
Gen. Santos
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For over 5,000 students who participated in the
LPON Pilot Project in SY 2008-2009
Post test
Performance Level
Percentage of
Number of Students
Excellent
1%
Superior
2%
Above Average
4%
LPON Target
Baseline
Number
of
Students
Number
of
Students
Immediate
target
Majority
of
students
0 Performance Scores in Standardized Tests
Carpio-Bernido and Bernido, 2nd CVIF-DLP Workshop, 2011, Philippines
0
Performance Scores in Standardized Tests
39
THANK YOU