The RVM Pedagogy is a way in which teachers journey with
the learners towards their integral development and growth as productive
citizens through an interactive learning processes that lead to the
realization of learning goals, unfolding of learning standards, and
eventual demonstration of learning outcomes.
The theory of
constructivism is applied considering:
1.
the context of
learners, their uniqueness, background, culture, experiences and willingness
and readiness to learn and demonstrate learning outcomes.
2. the nature of the
learning process where learning environment is created for learners to
experience active social, collaborative and cooperative engagement and
are encouraged to ask critical and reflective questions and make their
own conclusions. Expanded opportunities and direct learning experiences
are faithfully provided to enable learners to move away from the normal curve
and achieve higher level of learning.
3. the role
of teachers as active facilitators, mentors, coaches, consultants who
have the responsibility of engaging learners in a creative and dynamic dialogue
in order to raise the level of expectations for the latter to acquire
knowledge , develop their skills connect meaning of
concepts to real life experiences and demonstrate learning
outcomes in real life context .
Furthermore, Learners construct new knowledge based upon the
foundation of what they previously known thus making sense of the learners’
prior knowledge and its influence in the construction of a new and modified
understanding of concepts taught. Learners’ new knowledge is internalized,
reflected upon and becomes their enabling force in the demonstration of
learning outcomes.
Understanding of concept taught is organized as statements of
generalizations which are essential for life-long learning. These
generalizations necessarily includes imperceptible
assumptions involving long-lasting useful Ideas that learners
retain long after their class discussion on the many details about the concept
and which will sustain them in their practical engagement in real life
situation.
Learners are encouraged to engage in purposeful ,
critical and reflective inquiries to give deeper meaning and
significance to long-lasting ideas presented and to make
meaningful, creative and, functional connections and application of their
knowledge and skills in varied real life situations including the shaping
of their values system and enriching their faith-life experiences.
Moreover, teachers are required to have clear focal point in
their sustained, and thought-provoking interaction with
students through the utilization of connecting , exploring
and leading inquiries to develop students’ critical, logical,
creative, investigative , analytical and reflective thinking .This
interaction also gives learners more opportunities to
uncover and discover deeper the concepts presented thereby allowing them to
gain more meaningful insights and connections that enable them to
demonstrate successfully the desired learning outcomes.
These purposeful, reflective and critical inquiries
are intended to essentially include the four-pronged integration of:
1.
Ignacian core
and related values
2.
meaningful
connections of concepts to contemporary social realities
3.
concepts across
subject boundaries
4.
Biblical texts
reflection in relation to the concepts taught
Likewise, these
integrations clearly reflect the transformative process because within the
lesson proper FAITH AND LIFE DIALOGUE is experienced.
Assessment – The learners are evaluated on the
lessons learned, values gained and how they connect and apply to the varied
context of life what they learned and gained. These are done through other
valid evidences but most importantly through performance tasks which should
always be related or connected to real life context and with rubrics. Performance
tasks should be in progression from the first to the last term (College) from
the first to the last quarter (Basic Ed). This includes the culminating
demonstration of learning in the final stage of the course or subject.
Summary –
the learners are made to express, illustrate or relate in their
own words or in their own creative manner, their understanding of the concept
taught and its utilization to their daily life, including their reflection
of the connection of the lesson to the aforementioned integrations.
Action – the learners are challenged to do something from what they have
learned to determine the apt use of their knowledge, skills, values
and social consciousness in their lives. In short, to
express/manifest/articulate/demonstrate desired learning outcomes.
Strategies – Active social engagement through expanded opportunities
(college) or utilization of different instructional activities (Basic Ed) but
not limited to multiple intelligence and learning style to:
1. address learners
diverse needs and interests through differentiated instructional approaches
(Differentiation of process, content, product and learning environment)
2.
actively engage
learners through focused inquiry and keep their interest always at the edge
3.
equip and help
learners explore and shape meanings through varied purposive interactive and
collaborative learning process.
4.
To make learners
demonstrate successfully the real or authentic end of the curriculum.