The CVIF Dynamic Learning Program - Catholic Educational ...

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Features of process-induced learning Common Practice Learner Activity Lecture and Class Discussion (70-80%) Learners’ Independent Activity (70-80%) Lecture Discussion <strong>CVIF</strong> <strong>Program</strong>
For all subjects, there is no introductory lecture before 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).
Page 1 and 2: The CVIF Dynamic Learning Program:
Page 3 and 4: The original CVIF strategic plan (c
Page 5 and 6: Strategic Perspective: The CVIF as
Page 7 and 8: Global Trends #1 Emerging lack of S
Page 9 and 10: Common problem in poor countries
Page 11: CVIF-DLP Conceptual Framework Impro
Page 15: Parallel Classes Scheme Daily Proto
Page 18 and 19: Insights from Neurosciences brain
Page 20 and 21: Distinction between learners being
Page 22 and 23: CVIF-DLP’s Response: Development
Page 24 and 25: Insights from Neurosciences “Neur
Page 26 and 27: Designing Learning Activities Conce
Page 28 and 29: dendrites nucleolus axon myelin she
Page 30 and 31: Instead of notebooks, the Comprehen
Page 33 and 34: Global Trends # 3 Information now r
Page 35 and 36: Global Trends # 4: Tutoring after s
Page 38 and 39: Advise from Health Experts:
Page 40 and 41: Synchronization is influenced by "t
Page 42 and 43: Global Trends # 5 Culture of high f
Page 44 and 45: The CVIF Dynamic Learning Program a
Page 47 and 48: EXAMPLE: the problem of motivation
Page 49 and 50: Overall GSA NSAT 2001 No. of studen
Page 51 and 52: NSAT 2001 NCAE 2007 English Verbal
Page 53 and 54: Number of Students Number of Studen
Page 55 and 56: International Benchmarking SAT sco
Page 57 and 58: Requirements for scaling up in educ
Page 59: Further information: website put up

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