The Dynamic Learning Program (DLP) is an innovative teaching methodology that focuses on students’ active involvement in the learning process through writing, in-school comprehensive student portfolio (no homework policy), parallel learning groups, activity-based multi-domain learning, and strategic study and rest periods. In a DLP setting, students initially write down the concept notes, individually comprehend them, and undergo learning activities before a lecture or discussion happens. This strategy promotes student focus and individual learning, facilitates curiosity and comprehension and promotes active participation during the discussion.
Writing the concept notes at the start of the class slows down the student and provides time for the brain to absorb the concept. Writing and drawing also activates both the psycho-motor and visual faculties of the student.
The Activity-Based Multi-Domain Learning promotes learning by doing, curiosity and personal discovery, problem solving skills, and active learning. It also allows students to work independently without the expert teacher’s supervision. This approach develops the student’s accountability for his/her own learning. It triggers the student to investigate problems and find solutions on their own; thus, boosting his/her self-confidence and learning disposition.
The In-School Comprehensive Student Portfolio Policy requires students to compile their concept notes, activities, exams, and quizzes. This policy provides the students a purview of their own learning journey. It also disposes them to the typical scholarship approach of scientists and academic scholars. It also trains students to be organized and take responsibility of their learning and output.
The Strategic Study and Rest Periods demand the No Homework Policy and a designated day for sports, music and the arts in the middle of the week. This facilitates a holistic approach to formation as well as encourage creativity and versatility among students. It also allows students to have more quality time with their families and pursue interests other than academics.
Finally, DLP challenges the traditional role of teachers who spend almost the entire period discussing the lesson for the day. Teachers who employ DLP move from teaching to enabling students to learn. Rather than spoon-feeding students, teachers develop activities that facilitate students to learn on their own. Teachers then simply guide, correct, and facilitate the learning of students.
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