Dynamic Learning Program

Topics: Neuroscience, Brain, Psychology Pages: 17 (1893 words) Published: August 9, 2013
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-DLP’s 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-DLP’s 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 11

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....
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