Scribd
Upload
21 views

DLP Rationale and Framework

Uploaded by

Nathaniell Capinpin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
21 views

DLP Rationale and Framework

Uploaded by

Nathaniell Capinpin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 34

THE CVIF-

DYNAMIC
LEARING
PROGRA
M
Rationale and
Framework
DRs. CHRISTOPHER AND MARIVIC
Central Visayan Institute
BERNIDO
Foundation
Jagna, Bohol
Local condition:
There is a stark mismatch
between intellectual
capabilities and performance
levels of millions
of Filipino pupils and students.

- Dr. C. Bernido
WHY?
SKEWED PRIORITIES

 Consequences:
 Holistic deep learning
- Lowered scholastic
is secondary to:
-
performance levels
Unlimited
- Inadequate
miscellaneous
contests preparation for
-
high school,
Unlimited community
college, technical
social events,
training or work.
parades and festivals
“The problem of quality is so
systemic and deep-seated that
it cannot be remedied even by
test accommodations or the
best remedial efforts of
teachers”.
-Philippine Human Development
Report 2000
Global conditions:
 An emerging worldwide lack of qualified
teachers in different disciplines
 Political pressure of international
assessments
 Information now readily accessible to
learners
 A new generation of learners whose
brains are wired differently
 21st century results from Neuroscience
Money is not
the problem;
culture is the
problem.
The CHALLENGE

•To lead our school to superior


levels of performance in spite
of manifold problems
•To draw insights on how to
address the national
educational crisis considering
local and global conditions
The SOLUTION
•A comprehensive intervention program
-School program restructuring
-Classroom instructional strategies
-Use of available learning technologies
-In-service training for teachers
-curriculum
CVIF-DLP Conceptual
Framework
Focus of Intervention Program

 Improving Learner Narrowing gap between


required and desired,
disposition
intended and
implemented curricula
Program Implementation
Framework
 The CVIF-Dynamic Learning Program
- Implemented since 2002
- A synthesis of classical and pedagogical
theories
- Addressing the whole spectrum
- A process-induced rather than teacher
induced learning
Components of the CVIF-DLP

 Parallel Learning Groups


 Daily Protocol for Learning Activities
 In-school comprehensive Portfolio
 Teachers Comprehensive Portfolio
 Strategic Study/Rest Periods
 Integrated Spiritual and Cultural
Formation
CVIF-DLP Conceptual
Framework
Focus of Intervention Program

 Improving Learner Narrowing gap between


required and desired,
disposition
intended and
implemented curricula
DLP IS ELEVATING THE
ROLE OF THE TEACHER

as a COACH.

as a
CONSULTANT.
A NEW MINDSET
For the Teachers:
The duty of the teacher is not to teach
but to enable the students to learn.

For the students:


Students have to learn
how to learn independently.
“if, instead a teacher
respects the freedom of the child
and has faith in him,
if she has will enough to forget
all she has learned,
if she is modest enough
not to consider her intervention
essential,
if she knows how to wait patiently,
then she will see a COMPLETE
CHANGE
in the child”.
- M. Montessori
As teachers,
we need to be
constantly
evaluating our
work and
proposing better
strategies.

Teachers are the


WALKING BILLBOARD
of the School.
- SR. AMELIA DAVID, ICM
It is important not only to be
moving, but to be moving in the
right direction;
not only to be doing something,
but to be doing something
worthwhile”.
- Perry, 1914
Makita para maniwala?

Maniwala
para makita?
Special requirements for the
comprehensive program

  SUSTAINABILITY
EFFICIENCY
- Least cost - Learner performance
- Widest spectrum of less dependent on
learners with local personalities
globally competitive and national
performance levels policies.
Improving Learner disposition
 MOTIVATING BY:  SUSTAINING
- Biological ATTENTION BY:
conditioning - well-managed
- Habit formation cognitive load for
each learning period
- Controlled teacher
intervention
- Minimized
extraneous activity,
sounds and other
distractions
Global
perform
ance
standar
ds

Lack of human Compliance


and material CURRICULUM with DepEd
resources

Prevail
ing
comm
unity
and
nation
al
culture
Required vis-à-vis
desired curriculum

-Adapting content to learner readiness


-Having content boosters for local and
international high-stakes tests and post-school
performance
Intended vis-à-vis
implemented
curriculum
-Optimal proportion of guided instruction and
independent learner work
-Full and faithful documentation of learners’
daily school work
-Strategic control of teacher intervention
Improving Learner
Disposition

Parallel Classes Strategic Study-


Scheme Rest Periods

Daily Protocol for


In-school
Accomplishing DLP
Comprehensive
Activity Sheets
Learner Portfolio

Integrated Spiritual and Cultural Formation


Improving Curriculum Implementation

Daily Protocol for In-school


Accomplishing DLP Comprehensive
Activity Sheets Learner Portfolio

Parallel Classes Scheme:


More time for learners to do independent work
on standardized tasks
Daily Protocol for Learning Tasks

 For all subjects, there is no introductory


lecture before students do the learning
activities
 Lectures and class discussion are done
only about ¼ of the time (the rest being
allotted for written activities)
 The student comprehensive portfolios
cannot be brought home
 All projects are done in school
COMMON DLP
PRACTICE PROGRAM

Learners’
Learner
Activity Independent
Activity
Lecture (70-80%)
and Class
Discussion Lecture
Discussion
(70-80%)
 MAPEH Day (Wednesday)
 No homework for all subjects for all year
levels
 Protect –the-week-ends policy
 No meetings, practices, training and
other activities after 6pm
The Comprehensive Student
Portfolio
 Compilation of all activities, exams,
quizzes, concept notes
 Color-coded for subject areas
 It presents a relatively full
documentation of the learning process
 In-school Portfolio Policy
 Creativity is encouraged
 Clarity, neatness and orderliness are
minimum requirements
Section 1 Section 2 Section 3
Facilitator Facilitator Facilitator Expert Teacher:
Regular Subject teacher for the
period

Expert Teacher

Section 1
Section 1 Section 1
Expert Teacher
Facilitator Facilitator
Facilitator

Teacher Facilitator:
Maybe Expert Teacher of other
Subjects
The problem of motivation
 CONVENTIONAL  CVIF-DLP
- Games - Habit forming
- Stories - Daily protocol for writing
- Group Work of activities on the
- Recitation Activity Sheet
- Board Work

EXTERNAL INTERNAL

You might also like