Learning as One Nation. The CVIF Dynamic Learning Program

Transcription

1 Learning as One Nation The CVIF Dynamic Learning Program

2 Situationer Large classes Lack of textbooks Lack of lab equipment Country s poor overall performance in standardized tests: Trends in International Mathematics and Science Study (TIMSS) International Mathematics Olympiad International Physics Olympiad Wide range of student abilities (slow to fast) Poor English language proficiency Socio-economic problems of the Philippine Educational System Lack of qualified teachers (8% qualified for Physics) Lack of ICT equipment Impact Dire state of science and math education in the country: CHED Bulletin: in SY , 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

3 The DLP Challenge Socio-economic problems of the Philippine Educational System Dynamic Learning Program To improve the quality of lives of Filipinos 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 Student To improve basic education in the country Philippine Educational System Philippines

4 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

5 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 Designed to improve student learning amidst country's socio-economic constraints Low-budget yet effective A scientific, process-induced approach to learning Based on modern & classical teaching strategies in real classroom situations Focuses on independent student learning, fundamentals and mastery of concepts Developed using a mix of traditional methods, individual instruction, distance education, Montessori philosophy & results in neuroscience

6 Non-traditional Learning Traditional DLP Independent Student Learning (no prior lecture, enabling vs teaching) 20% 80% Student activity Lecture Student activity Lecture 80% 20% 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

7 Non-traditional Learning Workbooks Learning Activity Sheets In-school student portfolio 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 selfevaluation & professional advancement Develops English language proficiency: written vs oral Equalizes learning opportunities: urban & rural Builds self-discipline & stamina Develops accountability & active learning

8 Non-traditional Learning Monday Tuesday Wednesday Thursday Friday Academic Academic Music Arts P.E. Health Academic Academic Strategic rest and study periods (No homework policy, 4 academic days & syncing of body rhythm) Builds accountability Allows brain to fully develop: 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

9 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 12 CVIF UPCAT Passers since 2002 DLP Implementation Average of 10% of seniors yearly '99 '01 '03 '05 '07 '09 '11 Improved performance of CVIF seniors in DepED nationwide exams MATH NSAT 2001 NCAE 2007 NCAE 2009 NCAE 2010 Graduate high quality manpower 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 living conditions in the country for all 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

10 CVIF DLP Results Performance Scores in Standardized Tests (NSAT/NCAE)

11 LUZON 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) Angeles University Foundation Integrated School Arellano University Cabanatuan Catholic Educational System Christ The King College Food for Hungry Minds School, Inc. Greenfield Montessori School Holy Angel University John Dewey School for Children Jose Rizal Institute Jose Rizal University La Salle Antipolo Philippine Science High School Shining Light Academy St. Augustine School St. Bridget School, QC St. Dominic Academy St. Joseph's Academy Stella Maris College The Kids Nucleus School University of the Cordilleras VISAYAS MINDANAO Cagayan de Oro City Division Claret School of Zamboanga Davao Christian High School Diocesan School of Pagadian St. Mary's Academy of Carmen Stella Maris Academy Bohol Province Division Mabini Colleges Sacred Heart College St. Anthony Academy

12 Pilot: CDO City Entire DepED Division, one of the lowestperforming 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

13 Qualitative positive results of CDO City DLP (1st semester: June-October 2011) Responses from Focus Group Discussion conducted by an independent facilitator on October 26, participants were composed of Principals, Subject matter expert teachers, Teacher facilitators & other school personnel 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 On Teacher Behavior & Classroom Management Greater teacher accountability (wellprepared 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

14 Learning as One Nation The CVIF Dynamic Learning Program