Dynamic Learning Program
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
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