REVISITING THE RVM PEDAGOGY

( The making of Unit Plan and Learning Plan)

MR. LEONARD MONTEZA

What comes to mind?

RVM PEDAGOGY

UBD ( Understanding By Design)

What to accomplish in 2 days?

Make a UNIT PLAN and one

LEARNING PLAN
 RVM Pedagogy

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

The teacher activates the child’s prior knowledge

The child’s prior knowledge may be correct, wrong or

distorted

The teacher, through the learning process, facilitates the

child’s construction of new knowledge, modification or
clarification of previous knowledge
4 – Pronged Integration
4-Pronged Integration
Faith
Ignacian Core and Related Values
Excellence

Service
Social Orientation

Lessons Across Discipline

Biblical Text Reflection

 Action
The learners are challenged
to do something from what
they have learned
Challenge the students to apply their newly learned
concept, knowledge and skills into real life settings.
Applying what has been
learned to actual life
RVM PEDAGOGY interweaved with the UbD

Understanding by Design, or UbD, is a tool utilized for educational

planning focused on "teaching for understanding" advocated by Jay
McTighe and Grant Wiggins.

The emphasis of UbD is on "backward design", the practice of

looking at the outcomes in order to design curriculum units,
performance assessments, and classroom instruction.
 The emphasis of UbD is on "backward design",

THREE STAGES IN BACKWARD DESIGN

Stage 1 : Identifying the desired result.

Content standard
Transfer Goal
Enduring Understanding
Essential questions
“what the students will know”
“what the students will be able to do”
Stage 2 : Focuses on learning assessment
Performance task
Other evidence
Stage 3 : List of learning activities
Learning experience
Learning Plans
 UbD terms to remember:

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

Engage in reflective thinking

(This is)

Aimed towards understanding rather than memorization

(and)

Help students make meaning and learn to transfer their

knowledge/skills to real life situations.
 Stage 1 : DESIRED RESULT
Unit Topic
Number of Meetings
Learning Standards
Lesson or Topics
Transfer goal
Essential Understanding
Essential Questions
Knowledge
Skills
 UNIT TOPIC

Topics:

plain valley plateau peninsula

coastline mountain volcano hill
mountainrange island archipelago sea
bay lake gulf strait
river waterfalls spring creek
Topics:

Land Forms

 plain, valley, plateau, peninsula, coastline, mountain,

volcano, hill, mountain range, island, archipelago

Bodies of Water

 sea, bay, lake, gulf, strait, river, waterfalls, spring, creek

Unit Topic: LAND and WATER FORMS

 EXERCISE 1

Forming Units
 Learning Standards

The content of the unit that the students are

supposed to study and understand stated
in statement form

End goal about the unit topic

Focused on the content only; No need the

inclusion of God/values in the statement
 Words to use

Understand
Demonstrate
Know
Recognize
Explain
 Unit: LAND AND WATER FORMS

Learning Standards

1. Understand the great role of land forms and water

forms in the lives of human beings

2. Explain the differences and importance of land forms

and water forms
 Unit : Reproductive system

Learning Standards

Demonstrate understanding of the reproductive system

and their important role for the perpetuation of species.
 Exercise no. 2

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…

Must include content and integration

May be 1, 2 or 3 per unit

 Transfer Goal/s
A good transfer goal (RVM Pedagogy)
manifests :

Concrete action – beginning word

Future outcome - not seen at present
 knowledge, skill, application to real-life
situations, and
Inclusion of God /faith in the sentence
 Example of Transfer Goal

Concrete action outcome

Respond positively to any changes brought by nature,

environment and modern society to help protect God’s
creation by being a good steward of nature.

Inclusion of God /Faith or

values
 Example of Transfer Goal in English
Unit topic: Essay

Concrete action outcome

Express critically in oral and written discourse their

stand, opinion and ideas to become instrument in
promoting peace and unity among God’s people

Inclusion of God/Faith, or values

 Example of Transfer Goal in Science
Unit topic: Nervous System

Initiate an activity that promote wellness in the state mind

to help people manage stress, cope up from traumatic
experience, and possess a quality of strong minds in facing
God’s trials in life
Concrete action
outcome
Inclusion of God/Faith, or values
 Example of Transfer Goal in Science
Unit topic: Earthquake

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.

Inclusion of God/Faith, or values

Examples of action words that can be used in the
beginning words of the Transfer Goal

Apply concepts Conduct

Initiate Exhibit
Perform Solve problems
Interprets participates
Practice Maximize the use
Protects Observe
Disseminate Engage
Conserve Makes
 Suggests ways  present
Make informed Present creatively
Explain how Plans activities
Participates Advocate
Chooses appropriate Spread awareness
Manage Employs appropriate
Design Prepares
 EXERCISE NO. 3

FORMULATING
TRANSFERGOAL
 Essential understanding:

 Is considered as the BIG IDEA about the unit.

 Overarching conceptual understanding of the unit

 Is a full sentence summarizing the important ideas of the

unit that have long lasting value beyond the classroom

 It simply answer the question, what the student should

understand - not just to know or do.
 Example of Essential Understanding
Unit topic : Land and water forms

Essential understanding
The students/pupils will understand that …

Natural resources are vital to man’s survival.

 Example of Essential Understanding
Unit Topic: Essay

Essential understanding
The students/pupils will understand that …

Essay expresses insight and information about the

different ideas and opinions of the people around the
world.
 Example of Essential Understanding
Unit Topic: Plate tectonics

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 . . .

1. How does the natural resources become vital to man’s

survival?
2. What are my roles in conserving and protecting the natural
resources?
 Sample Essential Questions
Unit topic : Energy

Essential Questions
The students/pupils will keep considering the following . . .

1. What is life without energy?

2. Why is energy essential to humankind?
 Sample Essential Questions
Unit topic : Essay

Essential Questions
The students/pupils will keep considering the following . . .

1. What does my idea reveal about me?

2. How do I sell idea to others?
 Sample Essential Questions
Unit topic : Plate Tectonics

Essential Questions
The students/pupils will keep considering the following . . .

1. Why do I need to understand the science behind plate

tectonics?
2. How does plate tectonics movement affect the day – to – day
living of people living near it’s boundary?
 EXERCISE NO 4:

CRAFTING THE
ENDURINGUNDERSTANDING
AND THE ESSENTIAL
QUESTIONS
 Knowledge and Skills

Should be of the same number

Based on the list of topic
Are the traditional objectives of lesson plan/learning plan of a
particular topic.
The skills should developed higher order of thinking skills
The knowledge starts with the stem : the students/pupils will
know . . .
The skills starts with the stem : the students/ pupils will be able
to . . .
Reminder : Include the DepEd Learning Competencies
Identify the knowledge and skills in the
curriculum guide
Knowledge Skills
EXERCISE NO: 5

KNOWLEDGE AND
SKILLS
 Stage 2 : Assessment Evidence

Validates if the learners really learned the topic.

Based from 6 – facets of understanding :
Explain
Interpret
Apply
Have perspective
Have empathy
Have self-knowledge
 Stage 2 : Assessment Evidence
This includes:

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 )

Transfer Goal : Disseminate information about the nature of

electromagnetic radiation to help people decide and avoid its
GOAL ROLE AUDIENC
unwanted effect that may threatens one’s life SITUATION
and other God’s
creation. E

A romur is spreading fast across the country that microwave oven

use is linked to the development of intestinal cancer. As a
renowned Physicist of the country , you are invited by media men
to clarify the matter. The public expect your point to be presented
in any medium they are commonly exposed to. You may write a
column in a newspaper explaining in details whether public needs
to be scared or not. Your output will be evaluated according to
content, organization, justification and impact.
PRODUCT STANDARDS
 Example of Performance Task( GRASPS 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.:

Create a performance task (GRASPS form) that is

aligned to the Transfer Goal.

(with rubrics)
 Stage 3 : Learning activities

List of learning experience and activities

Activities that will guide the learners to unpack the BIG IDEA
Equip the students to meet the standards
Activities that are align to the goal of the unit
Activities wherein the learners can acquire knowledge and
skills, make meaning, and transfer learning.
Can cater varied learning style and multi- intelligences
learners
 Stage 3 : Learning activities
Follow the sample format below: