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(Appendix 4A) Teacher Reflection Form For T I-III For RPMS SY 2021-2022
(Appendix 4A) Teacher Reflection Form For T I-III For RPMS SY 2021-2022
RPMS SY 2021-2022
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
After knowing that Clara was diagnosed with a learning disability, I’d immediately adjust my
classroom management especially for her. I would place her in the front seat where I can quickly give her
direct instructions and supervisions during class.
Given the actions shown by Clara, I can relate it to ADHD or Attention deficit hyperactivity disorder
where children often have problems sitting still, staying focused, following instructions, staying
organized, and completing homework.
In terms of learning, I would make my instructions simple, direct, and easy to understand. I would
also wait for her to generate her thoughts and encourage her to share it without hesitations. As much as
possible, I would monitor her throughout the activity to make sure that she would finish the activity with
confidence and pride.
RPMS SY 2021-2022
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.
I. OBJECTIVES 1. Identify the different properties of matter that can help you determine
whether it is harmful or useful.
2. Enumerate useful and harmful materials at home and in school.
3. Differentiate useful from harmful materials.
A. Content Standards Properties of materials to determine whether they are useful or harmful
B. Performance Standards Uses local, recyclable solid and/or liquid materials in making useful products
C. Most Essential Learning Use the properties of materials whether they are useful or harmful
Competencies( MELC
)
D. Enabling Competencies N/A
II. CONTENT Recognizing Useful and Harmful Materials
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide Pages TG week 1&2
b. Learner’s Materials Pages LM week 1&2
c. Textbook Pages Science Beyond Borders, Cyber Science 5
d. Additional Materials from Science Grade 5
Learning Resources PIVOT IV-A Learner’s Material
First Quarter
First Edition, 2020
B. List of Learning MELCs and BOW, Modules in Science 5
Resources for
Development and
Engagement Activities
IV PROCEDURES
A. Introduction Directions: Determine which of the activities below is desirable or harmful.
Write D if desirable or H if harmful.
*Annotation: Using these simple tests will let the teacher the prior
knowledge of the students and identify those who are advanced, gifted, or
talented.
*Annotation: These tests will let the gifted learners classify the useful and
harmful materials which is obviously simply for them. The follow-up
questions will then allow them to reason out their answers as the teacher
gauge them based on how they think and deliver.
RPMS SY 2021-2022
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.
h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
Considering that the teaching strategy should be culturally appropriate of the learners from
indigenous groups, I believe that the given assessment activity will address the cultural differences of the
learners in the classroom.
The activity will make the learners in the classroom to feel equal with one another. It will also
provide avenue for the learners from the indigenous groups to bring pride to their roots and spread the
importance of the community roles from their groups. This is a clear example of inclusive education.
In case that there are different types of indigenous groups, it is only just to add more options to the
assessment.
RPMS SY 2021-2022
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.
B. Pamantayan sa pagganap Naisasagawa ang mga kilos,gawain at pahayag na may kabutihan at katotohanan
C. Mga Kasanayan sa Pagkakatuto 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng:
7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong pamilya, at iba pa
EsP5PKP –Ih -35
D. Pinakamahalagang Kasanayan sa 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng:
Pagkakatuto (MELC) 7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong pamilya, at iba pa
EsP5PKP –Ih -35
E. Pagpapaganang Kasanayan
II. NILALAMAN Pagpapahayag ng Saloobin
III. KAGAMITANG PANTURO
IV. PAMAMARAAN
*Annotation: The words used are acceptable for all learners. The words
will not, in any way, harm the beliefs of the IP’s learners.
B. Pagpapaunlad Kaya mo bang ipahayag ang nais sabihin? Naglalakas loob ka bang
punahin ang mga maling ginagawa ng iba?
Ang pagpapahayag ng saloobin ay ang pagsasabi ng iyong totoong
naiisip at nararamdaman. Ito ay ang iyong mga puna sa sarili at sa iba na
dapat maipalam. Layunin ng pagpapahayag ang makatulong upang
makapagbigay linaw sa kaisipan, malaman ang katotohanan, makatulong
sa paglutas ng mga suliranin at makatulong sa pagbabago ng tao tungo sa
pagiging mas mabuti.
Sa kabilang banda, madalas ay ayaw ng mga tao na napagsasabihan.
Karamihan ay nagagalit o kaya ay nagdaramdam kapag may punang
binanggit tungkol sa kanila. Dahil dito, may ilang ayaw na ring
magpahayag ng saloobin o damdamin sa takot na baka sila pa ang
magmukhang masama.
Ikaw, magsasabi ka pa rin ng saloobin o hihinto na rin? Kung ikaw
ang pagsasabihan ng iba, paano mo ito tatanggapin?
Narito ang mga dapat mong tandaan sa pagpapahayag ng iyong
saloobin:
magkaroon ng mabuting hangarin sa pagpapahayag
pag-isipan munang mabuti ang sasabihin
alamin muna ang katotohanan bago magsalita
maging magalang sa kausap at ipakita ang respeto
maging marahan sa pananalita upang hindi makasakit
*Annotation: This activity will allow all learners to freely express their
thoughts and feelings on the subject matter and even add more.
C. Pakikipagpalihan Naranasan mo na bang magpahayag ng puna o makatanggap ng saloobin
ng iba? Ano ang iyong ginawa?