(Appendix 4A) Teacher Reflection Form For T I-III For RPMS SY 2021-2022

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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
JESSIE JONES P. CORPUZ
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
EVEYN S. TAGUINOD
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
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips
activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a
learning disability.
How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in
this form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.
YOUR REFLECTIONS
Every teacher works hard to establish a classroom environment that’s conducive to helping all students learn
most effectively. As this is easier said than done, educators must plan and teach intentionally to ensure that
students with learning differences feel comfortable in the classroom. Whether you are a teacher learning how
to help students with dyslexia or are a parent wondering how to help a child with dyslexia at home,
Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and
learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of
the brain that process language.
Using a Structured Literacy Approach

From phonology and the sound-symbol association to syllable instruction, certain topics can be
challenging for dyslexic students to learn without additional, targeted support from well-trained teachers or tutors.
While several effective teaching strategies exist,This specific approach includes several topics that are
particularly important for dyslexic learners to master.
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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Teaching principles that follow a structured literacy approach are recommended for all lessons. More
specifically, teachers who utilize a structured literacy approach ensure all teaching is systematic and
cumulative, which means dyslexic students can depend on the materials being presented in a logical order
from the most basic concepts to more difficult ideas. By allowing students to master subjects and gradually
build upon the skills they learn, teachers promote confidence in students’ abilities to learn new topics.
Additionally, a structured literacy approach consists of explicit instruction where teachers continually interact
with students and ensure all educational concepts are delivered clearly and attainably. Finally, these specific
instructional best practices encourage educators to engage in diagnostic teaching, which involves continuously
adapting lessons to meet the unique needs of each student.
Creating an Inclusive Classroom Whether teaching a small group of dyslexic students or in a larger general
education classroom, creating an inclusive classroom promotes a healthier, safer learning environment for all
students. Certain elements of inclusive classrooms, such as sticking to reliable routines and following clear
schedules, are helpful for all students. Multisensory lessons and assistive teaching technologies can also be
helpful for many students, but these accommodations can play a critical role in dyslexic students finding success
in the classroom. These accommodations and specific teaching strategies for students with dyslexia are crucial
in ensuring they receive adequate time and resources to learn effectively. Giving dyslexic students time to
process information at their own pace is one of the most helpful elements of an inclusive classroom, as every
dyslexic student masters reading and language skills on a different time line. Additionally, not forcing students to
read aloud is another critical component of establishing an inclusive classroom. Children with dyslexia may be
self-conscious about their ability to successfully read aloud in front of a class.
https://dyslexiaresource.org/top-teaching-strategies-for-students-with-dyslexia/

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RPMS SY 2021-2022
TEACHER I-III
EVELYN S. TAGUINOD
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
YOUR ANNOTATIONS

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5
RPMS SY 2021-2022
TEACHER I-III
EVELYN S. TAGUINOD
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.
Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS
According to the studies many parents are more often to perceived that the roles between these two sets are far
different when it comes to their duties and practices. A Mayor supervisions is in a whole town while a
datu/chieftain can nearly manages his tribe, they are outnumbered compared to being a mayor. Mayors are much
powerful than chieftain. in the hierarchy in he old aged datu posses wealth, tyrant and suppressive while chiftains
manages his small tribe inside a remote area and it is mostly composed of some elders and healers using
encantations, herbs and beliefs passed through generation.
A mayor composed of his members like Vice Mayor, and a number of councilors that do a very specific job that
manages local governments, formal paper works and a sets of project to establish success and development of
the town. same as the medical officers that practice science of medicines, use of sequential analysis guided by
knowledge of practices and studies, while healers believed on superstitious relics, practices through time, passes
by many old tricks. many of them are true healers that can heal by faith and cannot be explain by science, do
miracles as they whispers. whip using branches of leaves and putting leaves and oil to the ill.
this things cannot be set aside by many, due to their faith in their community they has, yet this activity can really
appropriate if you has a learners that belong to a tribe or IP, but some tribes are preserved by practices and some
are embedded already with the practices of modern generation.

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Most likely in Pagsangjan ES - IP School merely remote far flung area as they are considered last mile
school. This community prioritizes by the department and benefited a solar units for lighting the school,
laptops and tablets with Multimedia set to incorporate interactive learning via digital materials.
this activity are appropriate to learners by means of they are equipped with information about the community
they have. also they can freely chooses the right decision making in judging a specific scenarios inside the
community or tribe. through this activity the task of belongingness is properly introduced to their minds. They
are misguided mostly by their cultural beliefs and practices.

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RPMS SY 2021-2022
TEACHER I-III
EVELYN S. TAGUINOD
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #2
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.
YOUR ANNOTATIONS
- The teacher annotates the use of Makedepat as represents the GOD in the culture of IP Dumagat has used
as a substitute to the prayer because of they did't practice prayers at home so that through prayer they can
really understand that "Makedepat" used to be same as GOD in their native cultures.
- also the teacher annotates the leaders in the community. they can relate chiftains, elders up to the high
authority of the town of Gabaldon. it also mentioned the roles and responsibility of the authority of leaders
that bring them to learn the authority posses power, production and do his/her roles in the community. that
guides them to understand what a leader was and what a leader be like.
- annotated also the face of a leader and a public servant that means a lot of thoughts like. if you want to be
a good leader be a good follower. that a leader wont use his power for his own sake but for those who are in
need and for public service.

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(Appendix 4A) Teacher Reflection Form For T I-III For RPMS SY 2021-2022

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(Appendix 4A) Teacher Reflection Form For T I-III For RPMS SY 2021-2022

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Using a Structured Literacy Approach

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

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