(Appendix 4B) Teacher Reflection Form For MT I-IV For RPMS SY 2021-2022

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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. The observer noted that all
learners must receive the same activity and no differentiation must be applied for advanced learners.
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.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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YOUR REFLECTIONS
Gifted learners are those whose potential is distinctly above average in one or more of the following domains:
intellectual, creative, social and physical. They need services and activities not ordinarily provided by the school in
order to fully develop their potential.
While there are also children with learning disabilities need some additional support
. and modifications in their environment, as well as in the type of activities they do. To keep them
focused on classroom activities I intend to teach her concept in different ways and have the
opportunity to practice them many times in order to learn and remember it. I will be as concrete as
possible in teaching. I will demonstrate my instructions in addition to giving verbal directions. By
using Hands-on learning activities, she will be using all her senses which will definitely help her
learn and retain information better. Afterward, providing immediate feedback will help me make a
good connection with my pupil. Lastly, I will have a regular exchange of information with the
parents and work with them to meet the needs of my pupil with a learning disability.
A collaborative (or cooperative) learning approach involves pupils working together on

activities or learning tasks in a group small enough to ensure that everyone participates.
Pupils in the group may work on separate tasks contributing to a common overall
outcome, or work together on a shared task. This is distinct from unstructured group work.
Some collaborative learning approaches put pairs, groups or teams of mixed attainment to
work in competition with each other in order to drive more effective collaboration. There is
a very wide range of approaches to collaborative and cooperative learning involving many
different kinds of organisation and tasks. Peer tutoring can also be considered as a type
of collaborative learning, but is reviewed as a separate topic in the Toolkit.
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RPMS SY 2021-2022

TEACHER I-IV
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.
ANNOTATIONS
For objective 9, I attached the SET B MOV because I have no identified learners with disabilities, giftedness,
and/or talents. Because of this, I accomplished the Teacher reflection Form (TRF). For TRF 1, I made a reflection on
the given situation. On TRF 2, I attached a copy of my Lesson Exemplar and highlighted the parts that I modified to
attend to the special needs of my student.
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5
RPMS SY 2021-2022

TEACHER I-IV
6
500 words.
OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups
PROMPT #1
Leo and Margarito 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. Leo and Margarito’s families 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
IPs are entitled to a well-rounded education. Education that reflects their shared values,
feelings, principles and general ideas. Education that not only common students can access but
also
IPs students. In the given situation, I believe the teacher was prepared to give thorough
consideration to the five students. The teacher is student-centered and gave differentiated
instructions in which learners had choices to choose from in the assessment he/she gave. I
believe that in this assessment there was equality for all students and the teacher has been
sensitive to the students he/she handled.
In this scenario, we are taught to be compassionate and caring, to reflect on our ideas about
people from other cultures, to reflect on our own cultural frames of reference, and to be
knowledgeable about other cultures of our students. As a teacher, we must be aware of our
students' backgrounds, whether they are from common or Ips student, so that we can meet their
needs and ensure that they all have access to the quality of education we provide. We should
recognize the importance of including students' cultural references in all aspects of learning.
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RPMS SY 2021-2022

TEACHER I-IV
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.
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YOUR ANNOTATIONS
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RPMS SY 2021-2022

TEACHER I-IV
10

(Appendix 4B) Teacher Reflection Form For MT I-IV For RPMS SY 2021-2022

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1

TEACHER REFLECTION FORM (TRF) MASTER

TEACHER: ______________ DATE SUBMITTED: _

RATER: _______________________ SUBJECT & GRADE LEVEL:

A collaborative (or cooperative) learning approach involves pupils working together on

TEACHER REFLECTION FORM (TRF) MASTER

TEACHER: ______________ DATE SUBMITTED: _

RATER: _______________________ SUBJECT & GRADE LEVEL:

TEACHER REFLECTION FORM (TRF) MASTER

TEACHER: ______________ DATE SUBMITTED: _

RATER: _______________________ SUBJECT & GRADE LEVEL:

TEACHER REFLECTION FORM (TRF) MASTER

TEACHER: ______________ DATE SUBMITTED: _

RATER: _______________________ SUBJECT & GRADE LEVEL:

TEACHER REFLECTION FORM (TRF) MASTER

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