Post on 24-Dec-2019
transcript
Central Visayan Institute Foundation-
Dynamic Learning Program (CVIF-DLP)
Orientation and Writeshop
Desi Dario R. Magnaye & Joel Maglantay
Davao Christian High School
28-30 May 2019
Developed by Ramon Magsaysay Awardees for Education –
Dr. Christopher Bernido and Dr. Ma. Victoria Carpio-Bernido
Lack of STEM
foundation in
basic education
Lack of STEM
students in
higher education
Absence of
critical mass of
scientists &
engineers
Global
Knowledge
Economy
Advances in
science &
technology
Better products,
services &
solutions
Improved quality
of life
Having scientists
& engineers
Philippine
Context
Philippine STEM Statistics (Basic Education)
Trends In International Mathematics and Science Study
• 2003: number 42 out of 45 nations,
with an average scale score of 378.
Singapore (the top-performing
country) had an average scale score
of 605
• 2007: did not join the TIMSS
• 2008: joined the Advanced Math and
ranked 10th out of 10; performance
of Philippine Science High School
students in Science was below the
international mean
• 2009: Philippines placed 78th out of
104 participating countries, with a
Team Score of 26 points.
China got 221 points, Thailand 181
points (rank 7th), Indonesia 84
points, Vietnam 161 points, Malaysia
31 points (rank 75th).
Challenges in Philippine Education
• lack of qualified teachers
• lack of textbooks
• lack of lab equipment
• large classes
• low proficiency in math and science
• wide range of student abilities (slow to fast)
• poor English language proficiency
• culture (values, practices, mindset)
Our large mass base of talents has to be
developed with discipline for the Philippines
for a globally competitive workforce. “
“
An average child in any part of the country
performing at least as well as an average
German, Finnish, Singaporean, Japanese or
Chinese child in Math, Science, and the
Humanities, in spite of lack of resources.
“ “
What is CVIF-DLP?
• synthesis of classical and modern pedagogical
theories adapted to foster the highest level of
learning, creativity and productivity
• teaching pedagogy that promotes independent
student learning
• teaching method and NOT a curriculum
• low budget yet effective
• efficient (small input, big output)
Student
Activity
Lecture
Discussion
(70-80%)
Lecture
Discussion
Independent Student
Activity (70-80%)
Paradigm Shift in CVIF-DLP
FOR THE TEACHER:
The duty of a teacher is not to teach, but to
enable students to learn.FOR THE STUDENT:
Students have to learn “how to learn”
independently.
“ “
CVIF-DLP Program Components
• parallel class scheme
• activity-based multi-domain learning
• in-school comprehensive student portfolio
• strategic study and rest periods
Parallel
Class
Scheme
• two to three classes per subject are held
simultaneously with 1 expert teacher
• contact time is automatically lessened
• facilitators supervise the classes; act as
classroom manager
• role of teachers is shifted
Parallel
Class
Scheme
• expert teacher
• regular subject teacher
• prepares the syllabus, learning
activities, quizzes, exams
• evaluate performance of students
• facilitator
• teacher handling other subject areas
• primarily takes care of classroom
management
• only answer questions on instructions
and NOT on subject content (exercise
in professional ethics)
Facilitating a Parallel Learning Activity:
• Before a class period, the Expert Teacher gives to the Teacher Facilitators the
Learning Activity for the period, with instructions and relevant information such
as the expected duration of work on the Activity.
• The Facilitator starts a class period with school-prescribed routine (e.g., prayer,
noting of attendance, returning of checked LAS), then hands out blank Activity
Sheets.
• All parts of the Learning Activity (Title, Learning Target, References, Concept
Notes, Exercises) are written in the board by the teacher (Expert of Facilitator,
whoever is in the classroom) or projected on a screen. Students copy these by
hand.
• The Facilitator makes sure students work on the Learning Activity. Depending on
instructions from the Expert Teacher, students may work individually or may
discuss with classmates. However, all required tasks of a Learning Activity shall
by written by every student on his/her individual Activity Sheet.
Facilitating a Parallel Learning Activity:
• Students who finish the Activity early may be allowed to study or work on
Activities in other subjects, provided they do not disturb their classmates.
• At the end of the class period, the Facilitator collects all Activity Sheets, fully or
partially accomplished. These are given to the Expert Teacher, with remarks on
how much majority of students in the class were able to accomplish. Upon
advice of the Facilitator, the Expert Teacher may decide to give additional time
for the Activity during the next meeting of the class.
Activity-
based
Multi-domain
Learning
• daily learning activity sheets are written by
hand in school
• each learning activity sheet has simple,
specific and attainable learning targets
• makes majority of learning individualized
• fosters learning by doing (discovery
approach)
• forces students to focus on task on hand
• develops discipline and organization and
confidence and composure in the face of
difficulty
• promotes mastery of coverage and
stamina – “A CVIF-DLP student answers an
average of 5,000 questions/activities per
year.”
Expert teacher/facilitator
writes contents of LAS on the
board for the students to copy
Students copy everything
on their own LAS and
answer the activities on
their own
In-schoolComprehensive
Portfolio
• compilation of all LAS, small projects,
exams, quizzes of each student for each
subject for the entire school year
• “proof” of student’s learning; monitors
actual student achievement
• color coded per subject area
• develops student’s accountability and
sense of ownership
• easier mode of evaluation of performance
for teacher and child
• trains students with scientific habit of
documentation
Strategic
Study and
Rest
Periods
• midweek non-academic day (MAPEH
Wednesdays, remedial classes, chapel
hour, interest groups)
• “no homework” policy and “protect the
weekends” policy
• remove dependence of students on
parents and tutors
• all projects are done in school
(automatically time-bound)
• allow the students to rest so their
brains can develop fully
CVIF-DLP addresses:
• learner
disposition:
Habit-forming
daily protocol
where students
are engaged.
• large classes:
Activities are
individualized.
• lack of qualified
teachers
To teach more, teach less.
To cover more, cover less.
To speed up, first slow down.
To master more, study less.
“ “
CVIF-DLP
Success
Indicators
• improved performance in standardized
tests like NAT and NCAE
• increase in number of students passing
university entrance exams
• improvement in behavior
• reduced cutting classes and
absenteeism
• students becoming more organized,
disciplined, responsible, and focused
CVIF NAT/NCAE SCORES
2009-10 2010-11 2011-12 2012-13 2014-15 2015-16 2016-17 2017-18
PR 99+ 3% 19% 17% 32% 35% 37% 54% 50%
98-99 8% 28% 15% 15% 21% 31% 23% 18%
86-97 58% 32% 30% 30% 28% 18% 20% 18%
51-85 29% 19% 26% 20% 13% 11% 1% 13%
Others 2% 1% 12% 3% 2% 4% 2% 1%
Davao Christian High School NCAE Test Scores (Mathematical Ability)
2009-10 2010-11 2011-12 2012-13 2014-15 2015-16 2016-17 2017-18
PR 99+ 1% 26% 17% 39% 31% 28% 37% 45%
98-99 10% 7% 18% 18% 19% 25% 28% 15%
86-97 54% 21% 31% 23% 27% 19% 25% 28%
51-85 27% 32% 24% 15% 15% 19% 8% 10%
Others 8% 13% 11% 5% 9% 9% 3% 2%
Davao Christian High School NCAE Test Scores (Scientific Ability)
2009-10 2010-11 2011-12 2012-13 2014-15 2015-16 2016-17 2017-18
PR 99+ 5% 22% 19% 49% 39% 44% 46% 55%
98-99 17% 34% 24% 15% 24% 27% 35% 22%
86-97 59% 33% 42% 29% 27% 17% 16% 19%
51-85 20% 10% 13% 4% 9% 7% 2% 3%
Others 2% 3% 1% 5% 1% 1%
Davao Christian High School NCAE Test Scores (GSA)
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2017- 18
UP 9 17 13 20 19 31 17 13
ADMU 8 5 18 14 12 22 13 11
DLSU 13 18 30 20 30 36 17 ?
UST 8 5 17 18 25 20 ? ?
Number of College Passers in Davao Christian High School
The Learning Activity Sheet (LAS) as
Key Ingredient for Enhanced Learning
Learning
Activity
Sheet
• a well-prepared independent activity
expressing the basic idea to be learned by
the student
• to be copied by hand to enhance memory
retention
• given to students one learning activity at a
time to enhance absorption
• similar to a detailed lesson plan
• LAS is written for students to read and
work on independently
• LP is written for teachers and
supervisors
Learning
Activity
Sheet
• should be self-explanatory
• can be accomplished by an average
student without prior lecture by a teacher
An ideal Learning
Activity is an Activity
where zero teacher
intervention is needed.
Learning
Activity
Sheet
• Activity title should encapsulate the main
idea to be learned.
• Have 1-2 learning targets.
• similar to objectives in LPs and follow
the same principles for instructional
objectives (simple, clear, specific,
behavioral, attainable)
• phrased from the point of view of the
students
• based from DepEd competencies
• References used in composing the LAS
should be cited.
• Accomplished by students without prior
lecture.
can be split into four or
five learning activities
Learning
Activity
Sheet
• One activity presents one major concept.
• Activity should fit one page.
• 8.5” x 13”
• font-14
• double-spaced
• self-contained
• Concepts, questions, and tasks should
address the learning targets.
• Tasks should progress from easy to
medium to difficult to engage even the
intellectually challenged.
Learning
Activity
Sheet
Other guidelines and reminders:
• Groups of more than three students,
especially in Math and Science, are not
recommended.
• Make use of individualized small
illustrative projects (e.g., posters,
diagrams, drawings) and simple hands-on
activities.
• Activity-based learning addresses multiple
intelligences.
• Use colored drawings and diagrams as
much as possible.
• Integrate vocabulary exercises in all
subjects.
Learning
Activity
Sheet
Other guidelines and reminders:
• Use age-appropriate language or
vocabulary.
• Use only well-defined terms especially in
Science and Math. (Introductory activities
could be for defining terms to be used in a
following activity.)
• Provide clear step-by-step analysis and
calculations (no chicken-scratch work).
• No calculators.
• Avoid pitfalls of current fads such as
mental math or unregulated inclusion of
advanced topics.
Experience with the CVIF in the past 16 years
shows that only 15% to 30% discussion time is
needed by students. Many concepts and
principles can be learned independently.
“ “
Sit by subject area.
Prepare curriculum guide and other materials.
Secure copy of CVIF-DLP LAS prototypes from Desi.
Save log.Filename: Subject_Level_LogExample: Science_7_Log
Save TLPs as one document.Filename: Subject_Level_TLPExample: Science_7_TLP
Submit log and TLPs using Gdrive (not later than 2:45 PM).
Do not forget to like Smart Communities and join Dynamic Learning Program (DLP) in Facebook. Also visit dlp.ph for more information about DLP.