Dynamic Learning Program Essay example

4003 Words Mar 28th, 2013 17 Pages
Dynamic Learning Program
“Learning by doing” and ” Road map and a compass for learning”.

The Dynamic Learning Program works on the principle of “learning is by doing”, it is student-centered, it’s a system of teaching that focuses on student activity rather than on traditional classroom lectures. The set-up is 70% student activity–30% lecture/discussion, and usually national experts do the majority of the lectures via video. The students learn independently, because each activity is provided with a clear, learning target.

The student will try to understand the lesson on their own by reading the concept notes and by doing the exercises before the lesson is discussed and explained. Some examples of student activities are
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The question really is: What catches the attention of the young? More important for secondary school, what sustains the attention of adolescents? Not knowing the answers could be among the factors for the observed decline in student interest and performance in science and mathematics in many countries despite big-budget measures and intervention programs.

The CVIF Dynamic Learning Program (DLP) was initially developed and applied in the high school (covering 13-16 year-old students) in the Philippines (Carpio-Bernido & Bernido, 2004). This paper presents the essential features of the CVIF-DLP as a differentiated and target-oriented program for effective learning under multiple socioeconomic and cultural constraints. It was designed based on our experiences as physicists immersed in daily work in a secondary school, the first author being Principal and science/math teacher, and the second author being Research Director, respectively. Adopting the systems approach (Bertalanffy, 1968), the CVIF-DLP puts premium on the design and control of the total school learning environment, with all elements in a coherent framework purposefully designed to induce sustained learning, even in situations where there is a lack of mature and competent teachers. The program adopts the perspective of progressively knowing “what students learn and how they really learn” over “what to teach and how to

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