DmM is the short form of The Definition of Modern Methods.
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 programs at Richmond Vale Academy.
The education at the school is divided into Studies, Courses and
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. 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 he/she send it to the teacher for approval.
The student has to solve a specified number of tasks every week. Every
week starts with the student making his week plan himself or in the
team. Studies can be both practical and theoretical.
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 most wise 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
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.
DmM also consists of courses – held by most of the time by the teacher
and sometimes by a student. 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.
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 after
hours 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.
What the students will learn with DmM;
Through the studies to get information by the help of modern means of
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.