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.