The concept of dynamic learning
The new classroom management approach
This article reasons the effectiveness of the dynamic learning approach as an alternative to teachercontrolled or pre-designed instructional systems. It also outlines what might be the most successful way to store knowledge in students’ minds through developing critical thinking and new skills of gathering information. Teachers who adapt the dynamic learning approach are usually concerned about sharing the responsibility of the educational process between the teacher and the student. Between teaching and learning, educators and students must communicate out-of-the-box ideas which evolve creativity and innovation in sharing of new knowledge, generating flexible learning activities, and creating new classroom environment. The bottom-line of dynamic learning is that students learn how to think, observe, and reflect. As for the content, it simply changes every day.
Unlike traditional educational system where a teacher comes to a class and starts his magic performance of pouring information into, presumed, receiving minds, dynamic learning comes as a result of students’ efforts to gain knowledge without much of resistance or struggle. This process lets the brains massage the knowledge before sending them to the storing memories. The teacher role in this process is critical and vital. A teacher balances students’ interests of the subject matter, guides them to available and appropriate resources, and finally evaluates their efforts based on their learning capacity.
In reality, dynamic learning gives a teacher an opportunity to learn about students’ psychology, try new techniques, and listen to feedbacks. In such environment, everyone is learning from each other. So why it is dynamic!
The concept of dynamic learning reached beyond training students to become selfdetermined learners. It is a new philosophy of purposeful teaching. Dynamic learning relies mainly on new mechanism of transferring information and knowledge through the indirect process of studying, observing, reflecting, researching, and concluding. This mechanism has a set of disciplinary rules of how students would independently seek knowledge, what tools and technology they are going to use in their research, and what manner they would adapt to reach their goal of learning. Shirley McCune (1984) summed up the Dynamic learning approach affirming that: “the overall purpose of education – to provide students with the skills needed for effective living, learning and working activities – remains constant. But the knowledge, attitudes and skills needed for effective living, learning and working in today’s world have changed dramatically.” Following these rules will result in developing new characteristics of these young researches such patience, dedication, and commitments.
The culture in the Middle-East is no different from the Far-East except for the fact that the most significant purpose for students is to earn their degree as fast as they possibly can with good grade. The great burden on students communicating with the dynamic learning is due to the tremendous load of the course work they have allowed to take. The approach requires students to spend time at home or at the library to study, surf the net, and read researches to come to the class will prepared. The focus in the Middle-East culture is how to solve the challenge of how to fit the dynamic learning approach within the traditional grading system. When schools comprehensively adapt the approach and provide suitable administrative and academic environment, students will enjoy the implementation of the approach.
International Journal of Education and Research
Dr. Magdy M. Hussein