Revisiting The RVM Pedagogy: (The Making of Unit Plan and Learning Plan)
Revisiting The RVM Pedagogy: (The Making of Unit Plan and Learning Plan)
Revisiting The RVM Pedagogy: (The Making of Unit Plan and Learning Plan)
RVM PEDAGOGY
Constructivist
4-pronged Integration
Action
Constructivist Theory
When students come to class, they already have
knowledge and experience
Service
Social Orientation
Acquire
Make meaning
Transfer
UbD terms to remember:
ACQUIRE
Knowledge/ information/skills
MAKE MEANING
theories are challenged
learning is activated
Rethink / revise / refine
TRANSFER
Apply learning to a new realistic scenario
4- pronged
integration,
constructivis
t theory,
Backward action
Design
Model
Acquire,
Make
Meaning,
Transfer
RVM Pedagogy
The RVM Pedagogy is a refined process,
(without losing the essential elements of the
RVM pedagogy) in relation to international
innovative trends(UbD) which will improve
students’ understanding of concepts through
making meaning and eventual transfer of
learning to varied real life context.
The RVM Pedagogy allows students to
(This is)
(and)
Topics:
Land Forms
Bodies of Water
Forming Units
Learning Standards
Understand
Demonstrate
Know
Recognize
Explain
Unit: LAND AND WATER FORMS
Learning Standards
Learning Standards
Constructing of Learning
Standard
Lessons / Topics
Listing of lesson / topic per day
It will be written as Day 1:
Day 2:
Day 3:
Number of lesson / topic must correspond to the
number of meetings
Performance task day must be included in the number
of meetings
Please see to it that the lesson / topic shall be
thoroughly taught in one hour
If the lesson / topic is loaded, divide it into sub-topics
EXERCISE NO.2
LISTING OF TOPICS
Transfer Goal/s
Appropriate for the unit
Long term accomplishments are
targeted
Specify how utilization of acquired knowledge
and skills is applied in real life situations and
how their understanding enrich their faith- life
experiences.(values, social realities/
responsibilities and faith dimension)
Transfer Goal/s
States what students should be able to do with knowledge
and skill, on their own, in general terms , in the long run
Starts with the stem: The students, in the long run and on
their own will be able to…
outcome
Concrete action
Suggest ways to the government on how to lessen the
effect of earthquake to reduce the risks or the loss of
God’s blessings like life and properties.
FORMULATING
TRANSFERGOAL
Essential understanding:
Essential understanding
The students/pupils will understand that …
Essential understanding
The students/pupils will understand that …
Essential understanding
The students/pupils will understand that …
People living near the plate boundaries are in the high risk of
disasters that includes volcanic eruption, earthquake and its
effect.
Essential understanding is not a/n:
Definition
Photosynthesis is a process of making food in plants
Revised :
Photosynthesis is a process that is essential for the survival of most
living things on Earth.
Stating the topic
There are three branches of government
Revised :
Our founders believed in limited and divided government, in order to
ensure that absolute power could never occur in the government.
Essential understanding is not a/n:
Generalization
There are some plants that cannot adapt to different
environment ,while there are some plants that can easily survive
in any given conditions.
Revised :
The ability of plants to adapt to any kinds of environment depends
on its structure and biotic and abiotic components surrounding on
it.
Obvious statement
We should eat right and live healthy lives.
Revised :
We are what we eat.
Cliché
ESSENTIAL QUESTION/S
1, 2 or 3 powerful questions that have no direct answer.
A question that is not answerable by “yes or no”.
A question to keep the unit focused and in depth.
A question to be pondered and reflected
Usually starts with “How and Why”.
A questions that are arguable, debatable, and thought -
provoking .
Leads to in – depth inquiry
Can be crafted from the essential understanding
Sample Essential Questions
Unit topic : Land and water forms
Essential Questions
The students/pupils will keep considering the following . . .
Essential Questions
The students/pupils will keep considering the following . . .
Essential Questions
The students/pupils will keep considering the following . . .
Essential Questions
The students/pupils will keep considering the following . . .
CRAFTING THE
ENDURINGUNDERSTANDING
AND THE ESSENTIAL
QUESTIONS
Knowledge and Skills
KNOWLEDGE AND
SKILLS
Stage 2 : Assessment Evidence
Performance Task
Long quiz
Unit test or monthly test
Periodical test
Oral recitation Other Evidences
Worksheets / Work book
Journals
Projects
laboratory activity /experiments
PERFORMANCE TASK
Align to the Transfer Goal
A means to practice the Transfer Goal
It states the goal, role, audience, situation, product, and standards.
It shows an adulthood scenario.
Can be written in narrative form or in a GRASPS form.
G - Goal
R - Role
A - Audience
S - Situation
P - Product
S - Standards (Rubrics)
REMEMBER :
Alignment of the TRANSFER GOAL and the
PERFORMANCE TASK must be observed
Example of Performance Task( Narrative form )
Goal : Clarify the matter whether the microwave oven can cause harm
to the users.
Role : Renowned Physicist
Audience : The Public
Situation: A romur is spreading fast across the country that microwave
oven use is linked to the development of intestinal cancer.
Product : A column in a newspaper
Standards : Your output will be evaluated according to content,
organization, justification and impact.
Example of Performance Task( GRASPS form )
Transfer Goal : Initiate an activity that will encourage people to practice
ways on conserving energy and its sources to ensure its availability in the
future, thus continue to support life and lifestyle under the kingdom of
God.
PERFORMANCE TASK
Goal: Conduct a school based campaign on conserving energy and its sources. The
campaign will encourage the young to practice ways on how to conserve energy.
Role: Consultant under the office of the Department of Energy.
Audience: Grade 9 and Grade 10 students
Situation: The source of energy may be classified as renewable and non – renewable
resources. Fossil fuel like coals, oil, and natural gas are considered as non –
renewable. Since there is a high demand of these sources of energy, there is a great
possibility that it is not anymore available in the future and may lead to energy crises.
Product/Performance: Symposium on energy conservation
Standards: You are evaluated according to accuracy, relevance and presentation
Transfer goal: Disseminate scientific information about comets, meteors,
and asteroids to eliminate the belief that have no scientific basis with
regards to its existence, instead, strengthen faith to God as one way of
preparing for his real coming.
SITUATION
Rumours about the end of the world, the God’s coming, are
spreading throughout the social media. This is because of the
appearance of comet and several sightings of “bulalakaw” (meteor
shower) on the night sky. People are panicking and normal lives are
affected due to this upcoming apocalypse – according ROLE
to the believers.
GOAL
As a person who is knowledgeable in astronomical bodies, you
want to eliminate the wrong belief about the appearance of comets,
meteors, and asteroids. This can be done by disseminating scientific
explanation about its existence to the internet users or “nitezins” in a
form of blog, facebook page. Your output will be evaluated according
AUDIENC
to content, graphical design, and impact. PRODUCT
STANDARDS E
EXERCISE No.:
(with rubrics)
Stage 3 : Learning activities