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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: CHERRIE ANN A. DELA CRUZ DATE SUBMITTED: March 27, 2022

RATER: JOCELYN U. FERRER SUBJECT & GRADE LEVEL: TLE 6 - ICT & ENTRE

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

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.

There are some symptoms of dyslexia that is difficult to recognize before your child enters school, but
some early clues may indicate a problem. Once your child reaches school age, your child's teacher may be the
first to notice a problem. Severity varies, but the condition often becomes apparent as a child starts learning to
read.

Before school signs that a young child may be at risk of dyslexia include:
 Late talking
 Learning new words slowly
 Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike
 Problems remembering or naming letters, numbers and colors
 Difficulty learning nursery rhymes or playing rhyming games
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Dyslexia can lead to a few problems especially in learning, because reading is a skill basic to most other
school subjects a child with dyslexia is at a disadvantage in most classes and may have trouble in keeping up with
peers. They are also at risked of ADHD or attention-deficit/hyperactivity disorder that can cause difficulty in
sustaining their attention.

How will I modify instructions for Clara to keep focus is by giving them an extra activity.
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: CHERRIE ANN A. DELA CRUZ DATE SUBMITTED: March 27, 2022

RATER: JOCELYN U. FERRER SUBJECT & GRADE LEVEL: TLE 6 - ICT & ENTRE

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 #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

In this specific part of my lesson: Establishing a purpose for the lesson. I will give the gifted a gadgets with
internet connection to browse their community using the google ma to find the basic needs of the people
within their community.
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
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
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
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
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
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
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