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Introduction:

In this task you will draw on what you have learned, understood and produced in the 
first section of this subject: &#39;&#39;The idea and practice of DMM&#39;&#39;. 
 
It is not unusual to come across the misunderstanding that the teacher plays a minor 
role in the DMM studies, especially among teachers, who are new to DMM. 
 
The role of the teacher is not minor, it is different. Different from that of a teacher in 
a traditional school setting, different also from that of a teacher in other innovative 
settings of teaching. 
 
The source of the difference is the character of DMM as a system with its structure, 
its inner discipline, and its rules to be adhered to. There are certain things the DMM 
teacher should NOT do &ndash; and there are certainly other things that the teacher MUST 
do, for the Studies in DMM to fulfil their purpose for the students and their venture 
into learning and understanding more and more. Some of these aspects have been 
treated in the task &#39;&#39;Function and qualities of the teacher of the Doctrine of the 
Modern Method of Teaching and Learning&#39;&#39;. You may well use elements of this task 
when solving the present one. 
 
To solve this task, you need to identify a group of students at a school using DMM. 
It can be DMM in its full form, or it can be DMM as you yourself have introduced it 
in a not complete form during your teaching practice. You may choose to solve the 
task together with a group of your fellow students, with you as the teacher. 
It is about preparing and then conducting. 
 
We assume that the planning has taken place, DMM-wise. It means that the 
planning has two levels: your own planning, where you have a grip of the overall 
program, period and/or subject you are working with, and the level where the 
students make their plan for studying within the framework of the program and the 
period. So you need to plan how the students are going to plan, so to say. This part 
is outside of the framework of this task. 
 
The preparation in this case is your own preparation. You need to know your stuff. 
It is there in the DMM tasks. You do not need to solve all the DMM tasks that your 
students are going to solve &ndash; but you need to know them: their content, their 
character, which challenges they pose, the recommendable (but not compulsory) 
sequence, their relation to other elements of DMM, such as courses and so on. Your 
preparation has two objectives: that you can be part of the planning together with 
the students and contribute to their making of good plans, and that you can qualify 
the students&#39; work task by task. 
 
Conducting the session is where you as a teacher LEAD the students during the 
DMM Studies. The students are in a group. For the time being, you are also part of 
the group. The group needs leadership, the students need leadership &ndash; and that is 
you.Now, we are not going to tell you what that means. You have already studied 
and discussed about that in previous tasks, and probably also during your time as a 
student using DMM. Being the leadership of a group of students using DMM 
Studies requires from you that you take a stand to what kind of leadership you must 
provide for it to support the unfolding of DMM. 
 
The task is an 8-hour task, so it demands good planning of how to use the time on 
your part. 
 
Good luck.

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