“Learning by doing” and ” Road map and a compass for learning”.
The Dynamic Learning Program works on the principle of “learning is by doing”, it is student-centered, it’s a system of teaching that focuses on student activity rather than on traditional classroom lectures. The set-up is 70% student activity–30% lecture/discussion, and usually national experts do the majority of the lectures via video. The students learn independently, because each activity is provided with a clear, learning target.
The student will try to understand the lesson on their own by reading the concept notes and by doing the exercises before the lesson is discussed and explained. Some examples of student activities are solving exercises, answering guide questions and copying notes. Each student keeps a portfolio of his work as a representative documentation of his schoolwork. This would later on serve as his reviewer and proof also of his performance in school.
For school year 2010-11, Arellano University forged a Memorandum of Agreement with the Bernidos to implement the DLP in all high school department and some of their colleges of the university.
Faced with the challenges of basic education in the country, in 2002 the Bernidos developed and implemented the CVIF-Dynamic Learning Program (DLP) as a means to improve student performance. On its first year of implementation, four (4) seniors of CVIF were able to pass the UP college admission test. This number continued to rise until its 6th year of implementation where 10% of CVIF’s graduating students were UPCAT passers. Up until the present, CVIF maintains its track record of an average of 10% of its graduating students passing the UP entrance exams. Furthermore, from having only one (1) student entering the 90 percentile and above in the DepED nationwide exam before the implementation of DLP in 2001, the number of CVIF students increased to 12.3% in 2007 and continued to increase consistently in the succeeding years. In 2010, 51% of CVIF students were in the 90 percentile and above.
It is worthy to note that although CVIF is a private school, 90% of its incoming freshmen come from public elementary schools around town and only around 42% of the parents/guardians entered college which shows a marked lack of home educational support.
CVIF-DLP is not a curriculum or a module but a teaching method that is geared towards developing each child to his or her fullest potential. Using the same DepED curriculum, it is designed to improve basic education given the country’s multiple socioeconomic and cultural constraints.
Up until the present, CVIF maintains its track record of an average of 10% of its graduating students passing the UP entrance exams. Furthermore, from having only one (1) student entering the 90 percentile and above in the DepED nationwide exam before the implementation of CVIF-DLP in 2001, the number of CVIF students increased to 12.3% in 2007 and continued to increase consistently in the succeeding years. In 2010, 51% of CVIF students were in the 90 percentile and above.
Results of much education research, often of limited domain of application, are open to varying interpretations and in situ breakdown of school programs invoking such research. We note that in situ conditions can often mean conditions of infrastructure and academic programs that are far from ideal, such as oppressive heat, abject poverty and horrendous learning conditions, as well as severe lack of competent teachers. From personal experience in real classroom situations, we have also observed a number of absurdities and inconsistencies where dominant pedagogical theories and practices do not agree with what is observed. An example is the present claim on increasingly short attention span of high school students. In our school, we have observed sustained complete absorption...