Foreign RRS

The learning Culture Teaching the dynamic learning approach to students from the far-East culture is
sort of swimming against the current. International students from China and neighboring countries like
Taiwan, Vietnam, and other Asian countries are coming from cultures that are teacher-centered due to
the influence of Confucian traditions. (Lee, 2005) Students who spent thousands of dollars deserve no
trial period to prove that no matter what culture a student comes from, the dynamic learning fits all
cultures. 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. The dynamic learning approach is in test when one deals with Eastern
culture because students were not raised to think freely without much of biased backgrounds. (Hussein,
2013)

Dr. Munk (2007) believes that the most efficient grading system is the one which provides an
opportunity for high grades to be earned, provides meaningful grades that reflect a student's experience
in the classroom, and includes flexibility as needed to meet individual needs of students. The dynamic
learning in class is sort of onsite training for the coming dominating online learning approach where
students’ share of the learning process is much bigger. Moreover, Kim and Bonk (2004) also underlined
that developing students’ collaboration and evaluation skills is number one priority in the online
learning. One cannot agree more with that conclusion and the credit goes to the dynamic learning
approach

In a recent study conducted by Hussein (2013), she stated that “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.” She further itinerated that “The
entire dynamic learning process never excluded the recognized traditional teaching as part of the
dynamic learning. The only difference is the amount of teacher’s participation. 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 nature of this approach has to change frequently to fulfil different levels of the desire to learn. A
class of twenty students means one thing in the dynamic learning, there has must been twenty different
levels of capacity and therefore there has to be twenty different approaches of learning

Hussein (2013), assesses the concept of dynamic learning and the effectiveness of its approach in the
responsibility of the whole process in both teachers and students under the program. She believes that
the process of the said program where the teachers talk less and let students work on their own lets the
brains massage the knowledge before sending them to the storing memories. The 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

ITO YUNG COMPLETE SOURCE:

Hussein M. International Journal of Education and Research Vol. 1 No. 12. Forbes School of Business,
Ashford University, San Diego, California. December 2013.

Lee C. (2005). Language Output, Communication Strategies and Communicative tasks. University Press
Journal of America.

Kim, K and Bonk, C. (2004).The Future of Online Teaching and Learning in Higher Education: The Survey
Says. The IT Practitioner’s Journal.

Munk, D (2007). Fair and Equitable Grading Practices for Students with LD Who Have IEPs. Charles and
Helen Schwab Foundation

Local RRS

According to Sir Paul B. Polintan (2013), The Principal of Colegio de San Bartolome de
Novaliches, “More Learning with less talking, no tutoring, and less homework”, The Dynamic Learning
Program works in this way to the students, with more learning means to students focuses more in
academic studies, less talking and no tutoring applies to the teacher who discusses in front of the class
in just 20 minutes and lets the students go through Individual Cooperative Learning. Less homework
applies to the students as well as to their family. They have more time to review, relax and have quality
time for their family, because one of DLP’s targets is to strengthen the relationship between students
and their own families.

Local RRL

In an article written by Corrales (2012) a text states that “Dynamic learning program is a revolutionary
innovation in teaching, which is applied in public high schools has given its students an edge over those
using the traditional, classroom-type, learning system in their learning recovery since tropical storm
Sendong. DLP teaches the students the virtue of discipline. The program is designed to maximize
students’ motivation, focus, confidence and composure, self-discipline and stamina in learning,
In a similar newspaper article, Gil Araneta (2012), ASNHS principal, Angeles Sisters National High
School (ASNHS) in Barangay Consolacion states that when classes resumed on January 3, after being
flooded, they only had a 44% attendance. But in a span of two weeks, attendance had reached 90 per
cent. Araneta said they gave their students a series of Psycho-Social sessions when they started the
classes for a week. He said the Dynamic Learning Program (DLP), a teaching method that takes into
consideration the latest result from the fields of neuroscience, has enabled the program’s students to
cope with their traumatic experience during the flood and at the same time revive their fervor for
learning. “The program is innovative in that it lets the students learn by discovering through activities,”
he said. He added that since they applied DLP in their school, performance indicators of their students
showed stark improvements.

A statement released by Mr. Mon Isberto (2012) with the Philippine Inquirer about the
implementation of DLP in Negros Occidental reads “Self -driven students are the kind of students we
need in the 21st century, students who can acquire new skills on their own”. This different way of
teaching cultivates the ability of students to learn independently without the need of textbooks or high-
tech learning devices, which is evident in the traditional way of teaching. Under DLP, it’s just pen and
paper and students make use of their time in figuring things out and answering questions after the 20
minutes discussion of their teachers. Students are also be given strategic break where teachers need not
to give home works to students. Given this quality of teaching, students could enhance their skills on
their own and spare time for building relationships and for their leisure without putting up on too much
stress.