M. Victoria Carpio-Bernido

1
Teacher Education in the Context of a Globalized
World

• M. Victoria Carpio-Bernido
• Research Center for Theoretical Physics
• Central Visayan Institute Foundation
• Jagna, Bohol
• 7th National Convention
• Philippine Association of Teachers in Educational
  Foundations
• and Philippine Normal University
• Bayview Park Hotel, Manila
• November 25, 2010

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• Theme
• Making the Teacher Education Curriculum
  Responsive to the Challenges of a Globalized World

3
Challenge

• The need for new pedagogical perspectives for
  efficient implementation of learning programs in
  the light of new neuroscientific evidences for
  variations in learner disposition and dynamics.

4
Challenge

• The development of high-level skills and computer
  literacy for large-scale data analysis and
  learner performance evaluation.

5
Challenge

• The demand for compatibility with global content
  and performance standards to avoid
  marginalization of both teacher education and
  basic education graduates.

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Emerging Global Crisis

• The worsening lack of qualified teachers,
  especially in the Science, Technology,
  Engineering and Math (STEM) disciplines.

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In the USA

• The state of Maryland requires 6,000 new
  teachers annually, but its colleges and
  universities produce just 2,500, and only the
  most altruistic of them choose to work in urban
  schools, where the challenges range from trying
  to raise low test scores to tending to students
  who are homeless or whose parents are on drugs.
• http//www.time.com/time/magazine/article/0,9171,1
  132834,00.html

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In the Netherlands

• The greatest threat is the increasing teacher
  shortage in primary, secondary, university and
  professional education.

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In AUSTRALIA

• The number of people going into the Teaching
  Profession is decreasing.
• An electrician, for example, may earn more than a
  teacher.

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In the Philippines
Subject Percentage of Qualified Teachers
Physics 27
Chemistry 34
Biology 44
General Science 42
Math 80

• DOST Survey, 1990s

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Declining trend in the Philippines
DOST Survey of High School Physics Teachers
1990s 2003
ONLY 27 Qualified ONLY 8 Qualified
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Normal approach
Training Scholarships Seminars Workshops
Pool of qualified teachers
Migration
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There is a need for new pedagogical perspectives
given the global realities

• A new generation of learners whose brains are
  wired differently.
• A world made smaller and more efficient by
  technology (internet access, cell phones, etc.)
• Higher global standards of quality in education
  and training.
• An emerging worldwide lack of qualified teachers
  especially in the STEM disciplines.

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What is the best and most efficient way to
respond to these challenges?
What should we change?
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Scientific approach to problem solving
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Deal with realities and observables
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Example 1 from experience the CVIF Dynamic
Learning Program (DLP)
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We designed the CVIF DLP as a low-budget yet
effective educational program that

• is suitable for large classes
• requires less textbooks
• requires less science equipment
• reduces teaching personnel requirements
• is less dependent on the abilities and
  personalities of teachers
• has built-in modes for teacher self-evaluation
  and professional advancement
• has built-in checks of dysfunctional
• behavior common in Filipinos.

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The CVIF Dynamic Learning Program

• Parallel Learning Groups (Modified Jigsaw
  Strategy)
• Activity-based Multi-domain Learning
• In-school Comprehensive Student Portfolio
  (instead of notebooks)
• Teachers Comprehensive Portfolio (instead of
  Lesson Plans)
• Strategic Study / Rest Periods
• Integrated Spiritual and Cultural Formation

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Conventional
Lecture Discussion (70-80)
Student Activity (70-80)
Student Activity
Lecture Discussion
CVIF Program
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• For all subjects, there is no introductory
  lecture before CVIF 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).

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• The portfolios and all Activities and projects
  cannot be brought home.
• (Portfolios are returned to the students at the
  end of the year.)

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• CVIF students have no homework throughout
  their 4 years in high school.

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The CVIF Dynamic Learning Program (DLP) applies

• Classical and modern pedagogical theories
  adapted to foster the highest level of learning,
  creativity, and productivity.

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Rather than teacher-induced learning, the CVIF
DLP and the LPON applies process-induced
learning as a new paradigm.
Carpio-Bernido, M. V., Bernido, C. C. (2011)
CVIF Dynamic Learning Program A Systems
Approach to Process-Induced Learning. In Proc. of
the epiSTEME 4 (MumbaiHBCSE).
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New mindsets required For Teachers The
duty of a teacher is not to teach, but to enable
students to learn.for Students and Their
Families Students learn how to learn
independently.
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The problem of motivation

• Conventional
• Games
• Stories
• Group work
• Recitation
• Board work
• Etcetera

• CVIF-DLP
• Daily protocol for writing of activities on the
  Activity Sheet
• Habit-forming (biological)

external
internal
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How do we measure success?

• The number of students who manifest learning
  through competency-based standardized exams.
• The depth of learning manifested by students.

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25.45 of the CVIF seniors belong to the top 10
nationwide in Reading Comprehension.(28 out of
110 students)
2008 National Career Assessment Examination
(NCAE)

• 7 students got 99 - tile Rank in
• Reading Comprehension.

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Improved Performance in DepEd Nationwide Exams

Math NSAT 2001 NCAE 2007 NCAE 2009
Students with -tile 90 above 1/66 (1.5) 13/106 (12.3) 21/115 (18.3)
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Overall GSA NSAT 2001 No. of students NCAE 2008 No. of students NCAE 2009 No. of students
99 - 99 0 3 2
98 0 2 3
97 0 2 4
90 - 99 tile 1 of 66 (2) 21 of 110 (19) 27 of 115 (23)
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University of the Philippines
College Admission Test (UPCAT)
Up to about 10 of CVIF seniors
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International Benchmarking

• SAT scores of marker student within cut-off of
  good American universities

• Alumna now in U California Berkeley, BS Computer
  Science

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Is there a neuronal basis for the different
components of the CVIF DLP?
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• Principles of Neural Science ( 4th_Edition)
• Editors Eric R. Kandel, James H. Schwartz and
  Thomas M. Jessell

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The task-oriented brain

• Learning is achieved either through the growth of
  new synapses, or the strengthening or weakening
  of existing ones.
• See e.g., R. J. Sternberg, Cognitive Psychology
  S. Gilman and S. W. Newman, Manter and Gatzs
  Essentials of Neuroanatomy and Neurophysiology
  OECD 2002

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The task-oriented brain

• brain activation of different structural parts to
  achieve or accomplish a task
• compensation for deficits or weakness of certain
  regions
• parts can perform multiple functions
• See e.g., R. J. Sternberg, Cognitive Psychology
  S. Gilman and S. W. Newman, Manter and Gatzs
  Essentials of Neuroanatomy and Neurophysiology
  OECD 2002

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The adolescent brain

• developmental work in progress
• Brain imaging has revealed that both brain volume
  and myelination (a maturing process of neural
  connections) continue to grow throughout
  adolescence and during the young adulthood
  period. (OECD, 2002)
• Note that a myelinated axon has greater
  conduction velocity of signals.

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Example 2 from experience the Learning Physics
as One Nation Project (LPON)
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Question

• Can 4th year students learn essential physics
  topics effectively even if their teacher has
  little or no background in physics?
• Answer
• Yes, with the appropriate strategy and
  technology.

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Strategy extracted from the Central Visayan
Institute Foundation (CVIF) Dynamic Learning
Program (DLP) implemented since 2002.
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Efficiency

• In the least time,
• at least cost,
• to have the majority of students
• having the highest levels of mastery
• in science, math, and the humanities,
• based on international standards.

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PROTOTYPE The Learning Physics as
One Nation Project (Fund for Assistance to
Private Education)

• Addressed directly to students (teachers need not
  know physics)
• Provides teachers with a year-long,
• in-classroom enhancement and training

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Learning as One Nation
Team of National Experts
239 Student Activities (70) plus 18 DVD Volumes
of Video Lessons by physicists (30)
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Physics Essentials Portfolio
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260 schools representing all regions(over
27,000 students)
Learning Physics as One Nation Project
Cam. Sur
Fund for Assistance to Private Education
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Assessment
See Carpio-Bernido, M.V., Bernido, C. C. and
Porio, C. C., Assessment of Student Performance
in the Learning Physics as One Nation Project,
Philippine Education Research Journal
(www.perj.org), September 2010.
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For over 5,000 students who participated in the
LPON Project in SY 2008-2009
Post test Performance Level Percentage of Number of Students
Excellent 1
Superior 2
Above Average 4
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(No Transcript)
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Performance Level Non-LPON CEM Percentage () of Examinees LPON Percentage () of Examinees
Excellent 2 1
Superior 3 2
Above Average 5 4
High Average 11 9
Average 12 11
Low Average 17 17
Below Average 14 15
Poor 22 25
Very Poor 14 16
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CEM Best School SY 2007-2008 LPON School SY 2008-2009
Number of examinees 205 232
Mean Percent Correct 49 44
Maximum 79 83
Minimum 21 21
Excellent 14 10
Superior 16 9
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Realization

• Lack of
• Teachers
• Textbooks
• Lab equipment,
• are not core problems.

Focusing on them is a waste of time and
resources that could be better spent elsewhere.
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Experience with the CVIF in the past 8 years
shows that only 15 to 30 discussion time is
needed by students. Many concepts and
principles can be learned independently.
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• If we have process-induced learning, then the
  essential variables of education can be reduced
  into two
• choice of curricular content
• learner disposition
• M. V. Carpio-Bernido and C. C. Bernido,
• RM 2010 Awards Lecture
• http//www.rmaf.org.ph

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There is then a need to adjust Teacher Education
Curricula to account for

• Deep mastery of subject content and maturity of
  pedagogical perspective.
• Skills in learner data analysis and
  interpretation.
• New results of neuroscientific research with
  advanced technology indicating how the brain
  really works so as to enhance understanding of
  learner disposition.