Doctrine of the Modern Method
DMM
WHAT IS IT?
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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?
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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
Courses
25%
Studies
50%
Experiences
25%
DMM consists of three different elements or categories of
instruction: Studies, Courses and Experiences.
STUDIES
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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
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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
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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
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TITLE
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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
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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
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A more detailed overview over each task, course, and experience.
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By this we inspire the students to take interest in the matter.
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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
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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
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Files are the knowledge base of a task and course.
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Files should have connectivity with the content of the tasks.
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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
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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
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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 selfanalysis, 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
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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
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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
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Students participation in the class
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Evaluation of students’ work in Core Group
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Investigations, Exhibitions and presentations
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Oral and written tests.
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Point system
WHY EVALUATION
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The students use the evaluation in order to see how far they have achieved their
objectives.
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They get to know what more they need to do to reach their desired learning
objective.
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They become aware of what support they should ask for from their classmates and
teachers.
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POINT SYSTEM
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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