DLP Frequently Asked Questions

Overview

The CVIF-Dynamic Learning Program (DLP) is an inclusive teaching strategy that is compliant to the Department of Education’s K-12 curriculum. It encourages independent learning which has proven effective in improving students’ academic performance especially in the fields of Science, Technology, Engineering, and Mathematics. 

There are two non-negotiable components of DLP: Activity-based multi-domain learning called Learning Activity Sheets and the Comprehensive Student Portfolio.

In contrast to the conventional teaching method in which learning is teacher-induced, in DLP, learning is process-induced. The students work on activities 80% of the time while teacher intervention takes up only 20% of the class period. 

DLP is suited for Philippine socio-economic conditions

  • Works well with or without connectivity and with or without devices
  • Works well with face-to-face instruction, in a full home school set-up or in a blended in-school/home-school scenario
  • Can be used from Elementary to Tertiary & non-formal
  • Low budget yet highly effective. Minimum requirements are:
  • For each student in a year: 1 ream of brown paper, pens, and 1 folder per subject

Ready-made activity sheets were developed by world-renowned theoretical physicists Dr. Christopher Bernido and Dr. Ma Victoria Carpio-Bernido. They piloted the program in Central Visayan Institute Foundation in 2002. 

The Bernidos received the prestigious Ramon Magsaysay Award in 2010 for DLP.

Yes. DLP is recognized by the Department of Education (DepEd) as one of the flexible learning options in the new normal and is aligned with K-12 curriculum. It follows the guidelines and prescribed curriculum of DepEd. The learning competencies are just translated and split into bite-sized learning activities that learners can easily digest and process.

Yes. Naturally, children want to do things on their own. This can be observed on toddlers and little children wanting to also flip the pancake or open drawers themselves, for example. They have the desire to do what they see their parents doing, on their own.

The Montessori method, developed by the Italian educator, scientist and physician, Dr. Maria Montessori, also emphasizes independence in learning.

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Adopting DLP

There is no need for accreditation to implement DLP in your school or class. This teaching strategy can be adopted by any school institution, at no cost.

DLP works in the #NewNormal because it is not dependent on the availability of gadgets nor connectivity. Also, it is cost-effective.

Here’s how you can implement DLP in various scenarios:

Scenario 1: Teachers and students have mobile devices or laptop, and a stable Internet connection

Since both teachers and students have access and connectivity, the LAS may be shared to the students via email, Facebook or other online platforms.

On a blank sheet of paper, the students will copy the LAS and answer independently the Exercises found on the LAS. And when they are done, they will have to send the photos of the accomplished LAS back to their teacher within the agreed time. 

The hard copies of the LAS will be kept in the student’s portfolio. One folder per subject.

After collecting the accomplished LAS online, the teacher can meet the students via video conferencing app like Zoom, Facebook or any preferred online platform to process the lesson. 

Scenario 2: Teachers and students have mobile devices or laptop, but a limited Internet connection

In this case, the teacher can type the LAS and send it via Facebook Messenger to the students. 

On a blank sheet of paper, the students will copy the LAS and answer independently the Exercises found on the LAS. When they are done, they will have to type their answers on FB Messenger and send back to their teacher within the agreed time. 

The hard copies of the LAS will be kept in the student’s portfolio. One folder per subject.

After collecting the accomplished LAS, the teacher can process the lesson with the students via FB Messenger. 

Scenario 3: Teachers and students have no devices and Internet connection

The LAS (good for one-week lesson) can be printed and delivered to the students with the help of the nearest barangay. The parents of the students may also opt to pick up the LAS from the school.

On a blank sheet of paper, the students will copy the LAS and answer independently the Exercises found on the LAS. 

The hard copies of the accomplished LAS will be compiled in a folder and will be returned to the teacher every week, with the help of the barangay or the parents.

The teacher will collect the accomplished LAS and then give new LAS for the coming week to the parent or barangay personnel.

Difficult subjects which stimulates high brain activity are scheduled in the morning while the easier subjects are held in the afternoon. 

You may also want to watch this video which shows how DLP can be implemented online and offline.

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Learning Activity Sheets (LAS)

The learning activity sheet (LAS) is the main instructional tool of CVIF-DLP. It contains: 

  1. Basic information box
  2. Short pre-test
  3. Brief concept notes/lesson
  4. Short post-test

In DLP, students are required to write everything as part of the training and habit-formation. Writing aids in better retention. So, the students fill-out all necessary information in the LAS and copy the brief concept notes. They also need copy and answer the pre-test and post-test.

You may also watch this video to visualize the contents of the LAS.

With the LAS, students are required to copy everything. When they start to write in their own handwriting, the student is already thinking and analyzing. Writing the lessons and activities forces the students to focus on the task at hand and it enhances retention. With lecture, on the other hand, the teacher is not sure if the students are listening. It is possible that the students are physically present but mentally absent.

The student may consult peers and teachers after copying and answering the LAS. 

Parents must help empower their children to work independently.

Learning activity sheets (LAS) can be developed by subject-matter experts in your school. There are also available LAS which you may access when you register at the DLP’s eLearning portal.

Text books are not required in DLP but these can be used as reference for the LAS. Although, many references are also now available online. 

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Implementing DLP Across All Subjects, School, Types and Levels

Yes. DLP works in both formal and non-formal education, public and private, including Alternative Learning System (ALS). We have implementing partners in both formal and non-formal schools. You may try to reach out to them or join our Dynamic Learning Program Discussion Group to learn about their best practices. 

The DLP teaching strategy can also be applied to all school levels, from kinder to college and even up to graduate school. It also works for teaching all subject matters – Sciences, Math, English, Araling Panlipunan, Filipino and even MAPEH. 

The key is in the design of the LAS. Any complex subject can always be divided into smaller, simple steps until the information almost becomes trivial and very easy to process. 

When students realize that they are able to understand lessons even without teacher intervention, their confidence grows and that’s how DLP develop them to become independent learners.

Yes. There are two levels in language learning – speaking and writing. The more difficult between the two is writing. In DLP, this is being targeted because every period, every subject, students will be copying, ideally, correctly structured sentences. Whether it’s mathematics, physical education, or humanities, they will be copying in English. So in the DLP, communication is addressed at a more difficult level.

While the intuitive reaction when teaching communication and social interaction skills is to let the students speak all the time, in DLP, it’s counter intuitive. For the students to develop these skills, it is not necessary to talk all the time because the development of these skills are built in the DLP as the students write and converse among themselves during peer discussion, tutoring, and collaboration.

The students of CVIF, where DLP was pioneered by the Bernido couple in 2002, had won provincial debates and radio broadcasting contests for several consecutive years. And this is just one of many success stories of DLP in influencing excellence in communications.

These can be addressed with the design of the LAS. Some students may take longer time to finish but they are still able to complete the activities because the lessons are divided into many simpler steps which any type of learner can process and understand on their own. 

For those who cannot read or write yet like kinder students, for example, their activities include drawing a lot. They trace simple letters, figures, and shapes. Their LAS also ask them to color. It is through these activities that they learn to associate meanings. They are also taught phonics first through visual, auditory, and tactile activities like the use of flash cards. 

The Center for Industrial Technical Enterprise (CITE) in Cebu has been using DLP since 2013 and they are getting good results.

DLP works even for subject matters that are heavy on hands-on activities because there’s always a theoretical part in everything. Pre-laboratory concepts incorporated in the LAS makes the hands-on part easier. 

At this time of pandemic, the practical activities/experiments may be done at home using simple household materials or when situations normalize. 

But there is no need to conduct sophisticated scientific experiments to understand scientific concepts and occurrences.  A comprehensive study done by the American Research Council in 2006 found that laboratory experiments in secondary school have no conclusive significant effect on the scientific thinking of students. 

DLP is very effective in teaching Math and all its branches. Math can best be learned with practice and the hallmark of the DLP is independent learning. Students, from Kinder to Graduate School, without the use of a calculator, compute and calculate on their own using the LAS. 

Compliant with the guidelines of DepEd, DLP teaches values as part of the curriculum. 

In addition to Values Education lessons, the best value that is embedded in the DLP is independent learning. Students learn how to learn. And when students become independent learners and critical thinkers, learning is endless especially in this age that information is vast and accessible. 

Working independently also upholds accountability among the students. The students know that what they learn depends on how they work on the learning activities which is part of their formative assessment. DLP teaches the learners to value integrity in the kind of output they create and the manner they deliver it underscoring the importance of academic honesty.

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Learning Assessment

DLP follows DepEd guidelines on assessment like portfolio assessment, quizzes, long tests and summative assessments. The LAS is for formative assessment. 

With DLP, students may consult their classmates and teachers if they really need help but they have to write the lessons by hand and answer the activities on their own. It is important that students understand that they are accountable for their learning. If they don’t do the activities, it is their grades and learning that will suffer. 

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Roles of Stakeholders

The teaches are expected to:

  • Create LAS (if tasked by the school)
  • Prepare the LAS for distribution (printing if needed)
  • Ensure that each student receives a copy of the LAS 
  • Provide the needed assessment for the student (arrange class discussion/one-on-one consultation)

The Principal should ensure that parents are oriented regarding how DLP works and the class schedule which will be followed by the students. Also, s/he should arrange printing and reproduction of the LAS. Finally, s/he must coordinate with the LGUs for the distribution of the LAS to the students. 

The local government can give assistance in the distribution of printed LAS and blank sheets to the students. With the Special Education fund, they can allocate a budget for the acquisition of roughly one ream of paper per child, which is enough for all subjects for the entire school year. Half of the ream may be printed with the basic information box, while half may be blank sheets. If there’s extra budget, LGUs may also provide school bags with basic school supplies such as portfolio folders, pencils, pens, and papers for every student. The local government can also support through providing photocopying machines or printers for reproduction of LAS 

Especially in this time of pandemic that the students are at home, the parents have to make sure that their children work on and complete all the activities for the week before submitting the LAS to the teacher. They are responsible in creating an environment in their home that is conducive for learning. Parents are encouraged not to give household chores during school hours so that the students can keep its full focus on the lessons and activities. But outside school hours of course, learners are encouraged to help out at home.

You may also watch this video on the roles of stakeholders to implement DLP in the #NewNormal.

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Trainings

There are no requirements or accreditation needed before any school can adopt DLP. 

Yes. Like and follow the Dynamic Learning Program FB page for announcements and updates on available trainings. But there are also existing videos on DLP FB page and YouTube Channel featuring DLP overview, LAS, DLP Best Practices, DLP Success Stories, DLP Web Forum and many more that you might find useful. 

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