D YNAMIC
L EARNING
PROGRAM
PREFACE
Dynamic Learning Program (DLP) Reference and Management
Manual Version 2.1 includes modification of the Class Program and Guidelines for
Evaluation of Student Performance, as well as samples of Learning Activity Sheets for
the spiral approach, in light of the new K to 12 Basic Education Curriculum mandated
by Republic Act (RA) No. 10533, dated May 15, 2013, also known as the Enhanced
Basic Education Act of 2013, disseminated through Department of Education (DepEd)
Memorandum No. 99, s. 2013. Evaluation of student performance is now based on
DepEd Order No. 73, s. 2012: Guidelines on the Assessment and Rating of Learning
Outcomes under the K to 12 Basic Education Curriculum.
DYNAMIC LEARNING PROGRAM: ESSENTIALS versus PERIPHERALS
Is suitable for large classes (>25 students);
Is less dependent on textbooks;
Requires less equipment;
Addresses the English proficiency problem without sacrificing deep understanding of
science and math;
Addresses the spectrum of students from slow to brilliant, from poor to rich;
Is suited to physical and psychological stages of the youth;
Reduces teaching personnel requirements;
Is less dependent on the personalities and abilities of teachers;
Has built-in checks of dysfunctional behavior observed in Filipinos while boosting their
natural creativity and ingenuity.
DLP Pedagogical Maxims
• Learning by doing. For deep learning. students need to think with their own minds and work
with their own hands.
• Less talking and more doing. For pit-stop efficiency, less talk is a must.
• Sound fundamentals. Virtuoso levels are reached only by being well-grounded in the
fundamentals.
• Mastery not vanity. Simple problems completely and clearly solved have greater educational
value than advanced problems sloppily analyzed with forced final answers.
• Adaptability. An educational program must be adaptive because no two learning. situations
are ever completely alike.
• Honesty. Cheating is unscientific. Fraudulent data invalidate evaluation and assessment.
Dishonesty is unprofessional -- a waste of time, energy and money for any institution.
• The tortoise, not the hare. Bisag hinay- hinay, basta kanunay. Kahit na dahan- dahan, basta't
palagian.
OBSERVATIONAL AND EMPIRICAL BASIS
The brain is naturally target-oriented.
*Physical survival
*Intellectual-psychological satisfaction
The brain and the rest of the body need rest.
See eg, R. J. Sternberg, Cognitive
Psychology: S. Gilman and S. W. Newman,
Manter and Gatz's Essentials of Neuroanatomy
and Neurophysiology; OECD 2002
OBSERVATIONAL AND EMPIRICAL BASIS
Learning, as a systemic neuronal network process,
takes time.
Learning is both observable and measurable.
Deep learning requires an individual to personally go
through a thinking process without distractions.
OBSERVATIONAL AND EMPIRICAL BASIS
Montessori Method:
Never help a child at a task at which he/she can succeed.
AREAS OF LEARNING:
Montessori
DLP: Higher Levels
Culture
Social Studies, Arts
Language
English, Filipino
Sensorial
Chemistry, Physics Biology,
Practical Life
TLE
RUNNING PARALLEL CLASSES
SECTION 1 SECTION 2 SECTION 3
FACILITATOR FACILITATOR FACILITATOR
EXPERT TEACHER
SAMPLE OF ACADEMIC DAY CLASS PROGRAM
PROCEDURE FOR FACILITATING A PARALLEL LEARNING ACTIVITY
1. Before a class period, the Expert Teacher gives to the Teacher Facilitators the Learning Activity for the
period, with instructions and relevant information such as the expected duration of work on the Activity.
2. The Facilitator starts a class period with school-prescribed routine (e.g., prayer and noting of
attendance), then hands out Activity Sheets and blank sheets (for overflow answers or calculations).
3. All parts of the Learning Activity (Title, Learning Target, References, Concept Notes, and Exercises) are
written on the board by the teacher (Expert or Facilitator, whoever is in the classroom), or projected on a
screen. Students copy these by hand.
4. The Facilitator makes sure students work on the Learning Activity. Depending on instructions from the
Expert Teacher, students may work individually or may discuss with classmates. However, all required
tasks of a Learning Activity shall be written by every student on his/her individual Activity Sheet.
5. Students who finish the Activity early may be allowed to study or work on Activities in other subjects,
provided they do not disturb their classmates.
6. At the end of the class period, the Facilitator collects all Activity Sheets, fully or partially accomplished.
These are given to the Expert Teacher, with remarks on how much majority of students in the class were
able to accomplish. Upon advice of the Facilitator, the Expert Teacher may decide to give additional time
for the Activity during the next meeting of the class.
Who are the Expert Teachers?
Expert Teachers are regular subject teachers. The term 'expert' is derived from the 'expert
group' term in the Aronson jigsaw strategy. At the same time, the term may subliminally
encourage a teacher to be more fully an expert. Just like regular subject teachers, Expert
Teachers prepare the syllabus, learning activities, quizzes and exams, and evaluate
performance of students.
Who are the Teacher Facilitators?
From the Class Schedule it is easy to see that, for example, during Science period, other subject
area teachers (ie., Math, English, Filipino and Makabayan) are Facilitators. They primarily take
care of classroom management. They answer only questions on instructions. They do not
answer questions on subject content, even if they think they know the answers. Only the Expert
Teachers shall answer content questions. (This is an exercise in professional ethics.)
EVALUATING TEACHER PERFORMANCE