Doctrine of the Modern Method

DMM

WHAT IS IT?

DMM is a pedagogical system that gives the students extraordinary opportunities of learning by making each student independently responsible in relation to his or her own training.

It makes the whole training at DNS a task based education. The study subjects and materials are available in a computer

database at the server on the college and/or on paper on print. The students make their own study plan and use the database

according to their need and interest . In the process of solving tasks the students learn not just about

the contents of the subjects and the tasks, but they will discover that they learn to set up goals, to plan their own training with a high ambition, to relate to and consider time, structures, decisions and demands as natural elements of the learning process, and learn to always make a conclusion on any task they solve.

WHAT IT DOES?

The DMM system of teaching and learning puts the students at the centre of his/her own education, planning what to study, at which level to study and when to study the different subjects.

DMM method is unique in that it secures that no student is ever left behind in the learning process but can carry on studying according to his situation.

It gathers the forces of the student body and of the Teacher Council, it unites student and teacher, it empowers students

Builds up a student’s ability to learn Makes students more productive and creative Strengthens their humanity and through this community spirit at the

school DMM turns the responsibility to learn, from teacher to student.

Student is responsible for himself, his actions, his knowledge, so at the same level he is responsible for his own learning.

ELEMENTS OF DMM

Courses25%

Expe-ri-

ences25%

Stud-ies

50%

DMM consists of three different elements or categories of instruction: Studies, Courses and Experiences.

STUDIES

Studies are the tasks done by each student individually with the active cooperation of the teacher.

The students plan which study tasks they will complete within the frames of each period of the program and the corresponding curriculum.

The teacher helps to each student by securing enough study materials for the deep understanding of the subject .

A study task normally takes 2-4 hours, but it may also take 10 hours, 2 days or even two weeks , according to the content of the study task and the methods by which it is solved.

COURSES

A course is a constructed presentation of certain facts hosted by the teachers or the headmaster.

The courses are interdisciplinary in nature. The courses are lively, inspiring, provoking, or surprising.

It involves students in discussions, reflections, and investigations.

It demands active participation and require thought to be given to larger issues

The courses are divided into small courses and bigger courses.

EXPERIENCES

During the Experience the students learn to process and use what they are experiencing in school and in life, they learn from their experiences, plan them consciously, and make them add to the quality of their life and that of other people.

Experiences are mainly of two types- own and common experiences .

In Experiences, the students either dive into already suggested experiences that are available from the database or invent their own experiences, which are elaborated in writing and treated or commented by the teacher.

The experiences let the students into an abundance of impressions, feelings, experiments, new knowledge and encourage the students to take a risk and search out newer experiences.

PARTS OF STUDIES, COURSES, AND EXPERIENCES

Title Wording Introduction Directive Files

TITLE

Title is the short, precise and suitable name given to each tasks of DMM. It presents the core part of the content of the task in a ultra short way.

WORDING

Wording is the compressed short sentences or concepts which reveals the content of the task on top of the title.

It directs the attention of students to main element of the content and it makes clearer the meaning of the chosen title.

The wording is inviting , inspiring and of great interest.

INTRODUCTION

A more detailed overview over each task, course, and experience.

By this we inspire the students to take interest in the matter.

It opens up the contents of the matter at hand, providing facts, case stories, real life explanations, deep knowledge translated to understandable knowledge etc.

The language we use speaks directly to the students, is easy to read and has clear meaning.

The contents of the introductions promote that the students take their own stand.

DIRECTIVE

In directive, the whole idea with the task is expressed in what to read, what to do and how to act when solving the task.

The students, teacher, other citizens, authorities, other classmates are involved in this by many means.

Different methods like discussion, dialogue, observation, visit, investigations, theatre play, painting, etc. are used.

There can be no directive without reading and writing, calculating and communicating. Some directives can be without actions added, but these would be the fewer ones.

The directives promote learning and the connection between knowledge and action.

The directives challenge to both students and teacher. Develop the student teachers’ capacity to think, analyze, interpret

and reflect. The directive should be realistic.

FILES

Files are the knowledge base of a task and course.

Files should have connectivity with the content of the tasks.

Files should be as per the level of the programme and the students.

The size of the files should be as per the capacity of the students.

WHAT NCFTE 2010 SAYS AND HOW DMM IS FOLLOWING THAT

The level and quality of subject matter knowledge, the repertoire of pedagogical skills the teacher possesses to meet the needs of diverse learning situations, the degree of commitment to the profession, sensitivity to contemporary issues and problems as also to learners and the level of motivation critically influence the quality of curriculum transaction in the classrooms and thereby pupil learning and the larger processes of social transformation.

Adult learners are autonomous and self-directed, have a vast amount of life experiences and knowledge, are pragmatic and goal-directed and respond better to problem solving and task-oriented learning.

The NCF requires a teacher to be a facilitator of children’s learning in a manner that helps children to construct knowledge and meaning. The teacher in this process is a co-constructor of knowledge.

WHAT NCFTE 2010 SAYS : THE VISION OF TEACHER EDUCATION

Knowledge is something that is actively constructed during learning.

Teachers need to be trained in organizing learner-centered, activity-based, participatory learning experiences play, projects, discussion, dialogue, observation, visits, integrating academic learning with productive work.

Provide opportunity to student –teachers for reflection and independent study.

Understand the self and others, one’s beliefs, assumptions, emotions and aspirations; develop the capacity for self-analysis, self evaluation, adaptability, flexibility, creativity and innovation.

Develop habits and the capacity for self-directed learning, have time to think, reflect, assimilate and articulate new ideas; be self-critical and to work collaboratively in groups.

DMM FIELD

A DMM Field is an overview in units, of the content of the teachings of an educative program using the DMM system.

Each DMM Field contains three sections: Study Tasks, Courses and Experiences.

Each unit, whether study task, course or experience, is described with a very brief explanatory text together with an indication of how many hours it will take to complete.

The DNS programme elements and curriculum are put together in a DMM field.

Period planning is done on the basis of the DMM fields.

HOW THE STUDENTS WORK

Most of the study tasks are done individually but with the active guidance of teacher. Students also organize group discussions and qualify their written tasks together in their core Group.

To carry out each and every activity, students prepare and organize their methods and strategies together.

The students organize themselves in core groups and Bigger Groups.

More focus on group activities that create a spirit of cooperation always.

Eliminating competitive attitudes from the class- the best student should also learn from others as well as helping others to learn.

HOW EVALUATION TAKES PLACE

NCFTE 2010 says, “In view of the many-sided objectives of teacher education the evaluation protocol needs to be comprehensive and provide due place for the evaluation of attitudes, values, dispositions, habits and hobbies, in addition to the conceptual and pedagogical aspects through appropriate quantitative as well as qualitative parameters.”

Evaluation in DMM- The student’s production: work produced from their studies, courses and experiences Students participation in the class Evaluation of students’ work in Core Group Investigations, Exhibitions and presentations Oral and written tests. Point systemWHY EVALUATION The students use the evaluation in order to see how far they have achieved their

objectives. They get to know what more they need to do to reach their desired learning objective. They become aware of what support they should ask for from their classmates and

teachers.

POINT SYSTEM

DMM works only when the point system is carried through and honored.

Each task of the DMM has a defined number of points that the students complete.

For each defined hours of studies, courses and experiences, the students earn one point.

Once a week , the student makes a status of how many pints she has reached as well as a plan for how many points she will reach during the coming week.

The point system is a strong motivating factor for the individual student. Point illustrate that the students are producing results and motivate them to be more productive.

The point system makes the student more aware of what they get out of the individual elements, and builds up a pride and joy in attending college being the manager of their own education .

HOW OUR DMM DATABASE LOOK LIKE IN COMPUTER