1 / 55

M. Victoria Carpio-Bernido Research Center for Theoretical Physics

Teacher Education in the Context of a Globalized World. M. Victoria Carpio-Bernido Research Center for Theoretical Physics Central Visayan Institute Foundation Jagna, Bohol 7 th National Convention Philippine Association of Teachers in Educational Foundations

merrill-evans
Download Presentation

M. Victoria Carpio-Bernido Research Center for Theoretical Physics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

  2. Theme: Making the Teacher Education Curriculum Responsive to the Challenges of a Globalized World

  3. 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. Challenge

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

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

  6. The worsening lack of qualified teachers, especially in the Science, Technology, Engineering and Math (STEM) disciplines. Emerging Global Crisis:

  7. The state of Maryland “requires 6,000new 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/0,9171,1132834,00.html In the USA:

  8. “The greatest threat is the increasing teacher shortage in primary, secondary, university and professional education.” In the Netherlands:

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

  10. DOST Survey, 1990’s In the Philippines:

  11. Declining trend in the Philippines: DOST Survey of High School Physics Teachers:

  12. Normal approach Training Scholarships Seminars Workshops Pool of qualified teachers Migration

  13. 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. There is a need for new pedagogical perspectives given the global realities:

  14. What is the best and most efficient way to respond to these challenges? What should we change?

  15. Scientific approach to problem solving

  16. Deal with realities and observables

  17. Example 1 from experience: the CVIF Dynamic Learning Program (DLP)

  18. 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.

  19. 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 The CVIF Dynamic Learning Program

  20. Conventional Lecture Discussion (70-80%) Student Activity (70-80%) Student Activity Lecture Discussion CVIF Program

  21. For all subjects, there is no introductory lecturebefore 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).

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

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

  24. Classical and modern pedagogical theories adapted to foster the highest level of learning, creativity, and productivity. The CVIF Dynamic Learning Program (DLP) applies:

  25. 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 (Mumbai:HBCSE).

  26. 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.

  27. 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

  28. The number of students who manifest learning through competency-based standardized exams. • The depth of learning manifested by students. How do we measure success?

  29. 7 students got 99 % - tile Rank in Reading Comprehension. 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):

  30. Improved Performance in DepEd Nationwide Exams

  31. Number of UPCAT Passers 12 11 10 9 8 7 6 5 4 3 2 1 0 Year ‘09 ‘98 ‘99 ‘00 ‘01 ‘02 ‘03 ‘04 ‘05 ‘06 ‘07 ‘08 University of the Philippines College Admission Test (UPCAT) Up to about 10% of CVIF seniors

  32. International Benchmarking • SAT scores of marker student within cut-off of good American universities • Alumna now in U California Berkeley, BS Computer Science

  33. Is there a neuronal basis for the different components of the CVIF DLP?

  34. Principles of Neural Science ( 4th_Edition) • Editors: Eric R. Kandel, James H. SchwartzandThomas M. Jessell

  35. 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 Gatz’s Essentials of Neuroanatomy and Neurophysiology; OECD 2002] MVBernido and CCBernido, SPP 2010 Antipolo City The task-oriented brain

  36. 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 Gatz’s Essentials of Neuroanatomy and Neurophysiology; OECD 2002] MVBernido and CCBernido, SPP 2010 Antipolo City The task-oriented brain

  37. “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. MVBernido and CCBernido, SPP 2010 Antipolo City The adolescent brain

  38. Example 2 from experience: the Learning Physics as One Nation Project (LPON)

  39. 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. Question:

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

  41. 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. Efficiency

  42. Addressed directly to students (teachers need not know physics) • Provides teachers with a year-long, in-classroom enhancement and training PROTOTYPE: The Learning Physics as One Nation Project(Fund for Assistance to Private Education)

  43. Learning as One Nation Team of National Experts 239 Student Activities (70%) plus 18 DVD Volumes of Video Lessons by physicists (30%)

  44. Physics Essentials Portfolio

  45. 260 schools representing all regions(over 27,000 students) Learning Physics as One Nation Project Abra Isabela Nueva Vizcaya Pampanga Zambales Bulacan Cam. Sur Tanay Cavite Naga Romblon Masbate Surigao Bohol Pagadian Gen. Santos Fund for Assistance to Private Education

  46. 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.

  47. For over 5,000 students who participated in the LPON Project in SY 2008-2009

  48. CCB/MCVB-CVIF Jagna/09

More Related