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DMM Method

DMM is the short form of The Science of the Doctrine of the Modern Method

The DMM is a modern pedagogical method that gives students extraordinary possibilities to learn by transforming each student into being the main responsible for his own education.

DMM is the main method of the program.

The education at the school is divided into 4 quarters:

Individual studies: 1/4 individual theoretical studies

Group studies - 1/4 theoretical studies in collaboration with the team

Courses: 1/4 of the time

Experiences: 1/4 of the time

The whole content of the education is in the computer, making it possible for the student himself to decide what to study. All subjects are divided into sections and each section has at least 10 tasks. Each task takes between 1 and 4 hours to complete. A task is constructed in the following way: First there is an introduction, that will tell the student, why this task is important and how to look at it. Then follows a directive, that tells the student how to solve the task: First you read these pages from this and that book, then you prepare questions, then you go for an interview, then you write a report and send it to the teacher for corrections and comments, etc. When the student has finished the task and it has been approved by the teacher, then he/she gets points for it.

The student has to solve a specified number of tasks and get a specified number of points every week. Every week starts with the student making his week plan. He can get help from the teacher, but ultimately he will learn how to plan and organize his own time - a major qualification for a teacher.

The system demands work, interest and discipline.

This method revolutionizes prevailing pedagogical thinking about school and education. This area has during all times been characterized by the fact that it is the teacher and the institution, that delivers the teaching, plans and implements it all and has the responsibility for the result. That it is instead every single person, who has a vast own responsibility for what he has to learn is indeed modern. It means, that the individual in a clarified and disciplined way at all times must be aware of himself as the person who must do the work and is the one to invest in getting as smart as he/she wants to be.

The responsibility is not with the school as a kind of societal common institution or with the teacher as the wisest person around, and as the person with access to the information. The responsibility rests with the individual student - who has also in this system got access to the information. This is a big move into the modern time. The DMM is in this way not just a new pedagogical method like a range of other methods, that could be mentioned: lectures by the teacher, discussions in groups, etc. - where every pedagogical method has partial advantages and disadvantages. The DMM instead puts the whole question about instruction and education on totally different pillars fundamentally by making the world and knowledge accessible for the student himself in a personal process, which is in itself the condition for knowledge and experience to be useful and to be remembered.

Courses - ¼ of the time is used for courses by the teacher

DMM also consists of courses - held by the teacher. The courses are about overall interesting and exciting questions, calculated to move and arouse the student. The teacher is the host - but the courses are not meant to be imitating a normal class room situation, they are meant to be a time when the teacher is performing to the utmost of his ability, making it a special occasion of learning and interest for the student. The instruction is in the form of courses. Many different activities can take place, depending on the plan and on the teacher, on the subject and on the state of the students. It can be a lecture of the teacher, preparation of a debate, considerations and common discussions, films, practical projects, visits in workshop of artists, actions of different kinds at the school or in the neighbourhood, and much more.

The titles of the courses are inspiring, exciting and not necessarily related to the school subjects. The content is drawn from many parts of the world and comprises many of the great questions, events and discussions of the time. The courses are the place in the everyday life of the school, where the students can lean back. The courses are well organized and effective. The students have here the teacher as a performer - and they can themselves use the experiences from the courses, when they plan their own studies. With the courses also the teachers of the school get the possibility to use their own personal example to illustrate high standards for what is good instruction.

Experiences - ¼ of the time of the program is used for own and common experiences

Experiences are not usually recognized as part of the school education. But in the modern world every school and education must understand, that experiences and the elaboration of experiences ought to have a physical place on the program as an integrated part of the learning process and its results. It is a fact, that experiences in their own way essentially contribute to the accumulated results of the education - included also to a great extent the results in the school subjects. For the individual student it is a brand new understanding, that the experiences can be planned, treated and elaborated as a full part of the learning process of the education. The experiences contribute for the individual with some of the fuel of the mind, that at all times brings new life to a human being in its development.

Experiences make an impact, give associations, revive new interests, call forth understanding from new angles - and they often do that to the student, which cannot only be called forth with techniques, studies and tests. He gets to laugh and cry and strengthen the unity with his comrades. He experiences dramatic moments. He sees things, he never before has had the least imagination about. He suddenly considers quite new things in his life. He is placed in many unforeseen events and gets robust. He gets into the habit of accepting and utilizing his whole personal spectrum, not only the study part thereof, in his own march forward towards new milestones in his life.

The experiences as part of DMM are divided into own experiences - that you have personally - and common experiences. The common experiences are fixed in the educational program. They are there in the form of afterhours sports, special events as arrangements for parents, cultural and entertainment events at the school or in the community, periods with travel inside the country, periods of practice in rural schools and of doing community work - and much more. The everyday life of the school is in this way installed with many and good breathing spaces, which are in a broad sense taking part in forming students. Studies and courses can be enriched from this source. The experiences thus have vast effect on what the student gets out of the program and train him in being practically able to deal with life under many circumstances.

About all the 4 quarters in the DMM

Studies, courses and experiences are part of the fundamental framework of the organization of the DMM. The student as an individual is a decisive driving force in his own education. The DMM is based on modern means of communication and information. All together these structures of the method are functioning as an organizer of the everyday life of the school - and also as a channel for the contents of the education. If the content is not intact, the method has no substance to communicate. It is therefore a decisive cause for the school and its teacher council to fill the fundamental structures with an inspiring content - so there will be a glowing interaction between the two: The Method and the Contents. With the student as a person, who has become interested along the way - and who will rapidly be so much moved by the process, that he throws himself into it with force and energy.

What the students will learn with DMM

Through the studies to get information by the help of modern means of communication.

To plan an own process of development.

To get hold of the subjects - so they really are learned.

To be able to receive through the courses inspiration to and well based knowledge about a large range of questions in a process with other people.

 

To understand through the experiences, that learning is not just a linear thing, which is within a strict, normal school concept - but that learning is a part of the feeling of being alive of human beings as such.