TEACHER REFLECTION FORM

OBJECTIVE 10
The task given to the students is to research the roles of the given
workers in the community by asking their parents or anyone with knowledge of
the roles. It is divided into 2 sets. The Set A used the terms which are familiar
to the modern community, while the Set B used terms that are familiar in the
older or indigenous community.
For my classroom with a presence of Indigenous students, this type of
assessment promotes culture- sensitivity, fairness, inclusivity,
contextualization and is very much, with respect to how IP students must be
assessed, appropriate.
This kind of assessment is very appropriate to my classroom which has
Indigenous students because it acknowledges the culture of these learners.
According to an article, Ways of teaching & engaging Aboriginal students in an
effective classroom with IP students must be culturally relevant and responsive. The
assessment test reflects the teacher’s knowledge and sensitivity to the culture of the
IPs by including their own culture and vocabulary in the assessment test. Further, the
assessment also did not ask the learners to use technology to find out the roles of
these people in the community but instead, the teacher asked them to utilize the
community itself and elders to provide the answers. This hits two birds; one, the
teacher acknowledges that not all students, specially IPs have computers or gadgets to
search for the answers, this is very much appropriate in teaching students from
Indigenous Groups, second, it involves community members which is a very strong
strategy for teaching Indigenous students (Korff, 2021). This kind of assessment also,
respective of the culture and the stronger presence of contextualization in our
curriculum shows that the teacher did not limit the IP learners to their own culture
and vocabulary but also introduced the culture and vocabulary of non-IP community
and the same goes for the non-IP students in the class.
The type of assessment given also develops students' HOTs or Higher Order
Thinking Skills in my class. According to various articles, in order for the students in
the Indigenous Group to thrive a teacher must set a high standard for them and
expect them to succeed. The assessment shows that the teacher expects everyone to
explain the roles they will gather and that is developing the reasoning ability and
critical thinking of not only the IP students but all of the students in class.
As a teacher, we sometimes forget that there are IP students who are in the
mainstream class who need a unique approach of teaching and assessment. This
shows in many research studies that tell us that the needs of these children are not
being addressed. However, there are revolutionary movements for Indigenous People
especially in the Basic Education. Our curriculum advocates inclusivity, fairness, and
culture-sensitivity to all students and to the groups they belong (DO 32, S. 2015, DO
72, s. 2009, DO 101, S. 2010).
The Assessment given as an example in this reflection form is one way of
showing us how to provide a proper and valid assessment test to all our students
irrespective of their community groups. It also shows how different the IP students
may look at things and concepts learned in school. For the IPs, the elders and
community are very fundamental to their existence and therefore, for the teaching
instruction and assessment to be successful for this type of learners, the tasks of the
learners must allow them to function in society and enable them to utilize their own
culture and environment.
To retrospect, we should always remember that assessment strategy must be in
consonance with the teaching strategy in order to really assess if the objectives based
on the competencies prescribed by our curriculum are being carried out in our lesson.
In order to address the learning needs of our students in Indigenous Groups we must
make all the parts of our lesson culture-sensitive, inclusive and conducive for them
bearing in mind that these students are the future of our country.
 References
Claypool, T. (2021). Analyzing Assessment Practices for Indigenous Students. researchgate.

Jane P. Preston,Tim R. Claypool. (2021 ). Analyzing Assessment Practices for Indigenous Students.
Assessment Practices with Indigenous Children, Youth, Families, and Communities.

Korff, J. (2021, july 13). Ways of teaching & engaging Aboriginal students. Retrieved from creativespirits:
https://www.creativespirits.info/aboriginalculture/education/teaching-aboriginal-
students#:~:text=Use%20story%20telling%20with%20visual%20cues%20in%20your,understand
%2C%20due%20to%20a%20sensitivity%20to%20feeling%20shamed.

https://region8.deped.gov.ph/2020/10/28/october-21-2020-deped-memorandum-066-s-2020-2020-
supplementary-guidelines-on-the-use-of-the-indigenous-peoples-education-program-support-fund/

https://region8.deped.gov.ph/wp-content/uploads/2020/10/DM-s2020-066.pdf

https://www.deped.gov.ph/2010/09/14/do-101-s-2010-the-alternative-learning-system-als-curriculum-
for-indigenous-peoples-ips-education/