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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Assisted colleagues to design, adapt and implement teaching strategies that are
responsive to learners with disabilities, giftedness and talents

PROMPT #1
This is the observation notes form accomplished for the observation in the class of Teacher Clara. The observer noted that all
learners must receive the same activity and no differentiation must be applied for advanced learners.

 Good start of the class

 The teacher has a well-modulated voice.
 Why was there a special activity for one student? There must be uniform measure of
students’ success. Therefore, there must be no differentiation in what the students do
even if the teacher claims that this student is advanced in terms of artwork
compared to his classmates.
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Do the following:
1. In the context of addressing gifted learners, do you agree with the note of the observer? Write your reflections in this
form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in designing,
adapting, and implementing teaching strategies for gifted learners. Attach your LAC plan here.

YOUR REFLECTIONS
Children who are gifted are those who are possibly above average in one or more
developmental categories (physical, social, creative, intellectual). These pupils require
additional opportunities to relax their remarkable brains because of their outstanding skills.
As a result, their instructional delivery necessitates more preparation and strategic thinking.
With that, I strongly disagree with the observers’ notes on Teacher Clara class that all
learners must receive same activity and no differentiation must be applied for advanced
learners. Because pupils with giftedness learn at a faster pace than a regular pupil and tend
to finish their learning tasks more quickly and crave for more intellectually challenging
assignments. They may also act out in class if bored or under stimulated. That’s why gifted
pupils are most likely to receive special activity from the teacher. Teachers teaching gifted
learners creates instructional strategies or activities in a higher level. They also assign
independent and special projects to work on that require them to answers questions that are
open-minded, self-directed activities and explore subject more deeply.
If we want to support our gifted and talented pupils in our classroom. it’s important that
we try to learn how they think and learn about the different struggles they face.
Understanding them about their special needs and requirements will help them achieve
learning goals. Remember, every single one of our pupils is distinct. As classroom teachers,
we often get caught up in our daily teaching and fail to see all the skills of the pupils we teach.
We must provide chances for pupils to demonstrate their ability, whether they are gifted in
mathematics, music, art, or reading. It is vital to differentiate curricula to fit the requirements of
our gifted children to provide a vibrant learning environment.
But most of all, as a teacher, make your classroom a classroom that embrace diversity
and honor differences. Provide an environment in which all pupils can demonstrate his or her
potential or aptitude to learn and perform at their best. Establish a noncompetitive,
individualized, and open classroom, which allows all pupils meet the learning goals.
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Assisted colleagues to design, adapt and implement teaching strategies that are
responsive to learners with disabilities, giftedness and talents
PROMPT #2
1. Design a lesson plan for learners with disabilities based on your idea on how they may be addressed in your
class. Your strategies for learners with disabilities must be highlighted and annotated in this form.
Mention a specific exceptionality or learning disability. Attach your lesson plan here.
2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head
sign your lesson plan as proof.

YOUR ANNOTATIONS
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups

PROMPT #1
Clara belong to an indigenous group of people called the T’boli tribe. T’boli is one of the major Lumad ethnolinguistic groups
in the Southern part of the country. Their culture is richly connected and inspired by nature, with dances that mimic from
actions of animals and a variety of music and songs. Clara family have migrated to the lowlands due to conflicts related to their
ancestral domain. They are the only indigenous peoples in your class of 45 students. Having a different culture from the rest of
the class has affected their sense of self and how they relate to others.

Do the following:
1. In the context of addressing the needs of learners from indigenous groups, what teaching strategy will you develop
and use in your lesson to affirm and strengthen their indigenous cultural identity? Write your reflections in this
form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in adapting
and using culturally appropriate teaching strategies for learners from indigenous groups. Attach your LAC
plan here.

YOUR REFLECTIONS
The UN 2030 Agenda includes a Goal for Sustainable Development aimed at ensuring
“inclusive and equitable quality education and promote lifelong learning opportunities for all”.
This Goal encompasses several dimensions of the Right to Education and one of its
targets, Gender Equality and Inclusion, explicitly refers to indigenous peoples and children in
vulnerable situations who, despite significant progress, are still denied access to education.
These Indigenous People (IP) groups are the inheritors and practitioners of distinct cultures
and methods of interacting with others and the environment. They have kept unique social,
cultural, economic, and political traits from the dominant societies in which they dwell. These
indigenous people have a right to a comprehensive education. Education that represents their
common beliefs, sentiments, attitudes, and broad concepts. Not only common learners, but also
IPs pupils, have access to education.
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Learners from indigenous groups requires teaching strategy that will affirm and strengthen
their cultural identity. Such strategy includes establishing a good relationship wherein
learners find a sense of place and belonging within schools. Teachers must be sensitive and
aware to the cultural background of each learner. Effective teacher demonstrates an
openness to other ways of knowing and valuing learners in the classroom. Establishing a
classroom of respect, sensitive to who our pupils are and where they are coming from and
accept their identity.
When lessons are relevant to pupils and applicable to his/her activities in their own
community, the sense of relatedness helps them answer the question and actively engaged in
the class discussion. If topics were relevant and integral to their lives, as indigenous people,
they engaged well and started to reflect deeply and think critically. Most of all, embrace
diversity. Honour indigenous people, their language, culture, and everything about their
community. And to support this context, use local resources that familiar to them and aligned
to our curriculum.
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups

PROMPT #2
1. Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using
national mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum
Framework

The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection
form. Attach your lesson plan here.

2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head
sign your lesson plan as proof.

YOUR ANNOTATIONS
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