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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: NERISSA LINELL JOIE L. APELLANES DATE SUBMITTED: May 24, 2022
RATER: CLYDE D. REALINGO,MAED SUBJECT & GRADE LEVEL: FILIPINO 9

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.

Yes, every child is unique. I believe that we have individual differences. This
uniqueness affects how they take in, retain, show and express information. Having
students with learning disabilities is very challenging to teachers. As aforementioned,
like Clara, students with special needs may be less interested in the learning process,
unable to cope up with various instructions, and have a disorganized thinking and
work habits. And when these deficiencies are combined the situation become more
complicated. Thus, the concept of modified instruction or differentiated instruction
must be implemented in order to meet the needs of diverse learners. This can be done
first by doing a background check of each student we have in the class. Getting to
know their learning styles and preferences, so we can easily employ instructions that
meet their needs individually.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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The next step would be adopting instruction at home in school to make the
students feel comfortable and safe. Teachers work hard to establish a classroom
environment that’s conducive to learning to help students learn most effectively. Create an
inclusive classroom that promotes a healthier and safe learning environment for students
with special needs. This is appropriate for students with learning disabilities such as
dyslexia. This strategy can be a great help to modify instruction to improve students task
comprehension and work quality. It is also encouraged dyslexic students to feel involved in
their education. With that, teachers should implicit instructions like simplifying written
directions, highlighting essential information, providing additional practice activities
and/or using applicable assistive technology can help make students with learning
disabilities more comfortable in the classroom.

Students with dyslexia often struggle to distinguish individual sounds in

spoken language. So, as a teacher, it would be better to apply teaching strategies such as
repeating directions, maintaining consistent daily routines, using step – by – step
instructions especially in solving math problems, and combining verbal and visual
information. This is meant to be a group or for all the students so that Clara won’t feel
awkward. In this way, they will all learn and have fun while interacting with the
educational concepts being taught.

As a Filipino teacher, it is more interesting and encouraging to employ more

visual strategies to teach or demonstrate on how to describe the attitude of the character
of the story. Use actual models so that they can both visually and kinesthetically
incorporate new concepts and use multisensory game play to motivate and increase
retention. Beyond everything, I must assure that all my students especially those
students with Learning Disabilities are comfortable in my class before trying out any
learning strategy. Students with LD or not must enjoy the whole period he/ she have in
class while learning their lessons. I must assure that all my students will exercise respect
inside and outside of my classroom. It is my duty to establish open communication with
them to make sure they’re seen, valued, and heard since respect and tolerance are being
promoted in the classroom with teacher understanding individual uniqueness.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: NERISSA LINELL JOIE L. APELLANES DATE SUBMITTED: MAY 24,2022

RATER: CLYDE D. REALINGO, MAED SUBJECT & GRADE LEVEL: FILIPINO GRADE 9

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.

ANNOTATION

Dyslexia is a learning difficulty that impairs your ability to read, spell, write, and speak. It involves the ways that
the brain processes graphic symbols and the sounds of words. It commonly affects word recognition, spelling, and
the ability to match letters to sounds.

Kids who have it are often smart and hardworking, but they have trouble connecting the letters they see to the
sounds those letters make. About 5% to 10% of Americans have some symptoms of dyslexia, such as slow reading,
trouble spelling, or mixing up words.

While it is a neurological condition, dyslexia has no relation to intelligence (Yvette Brazier,Feb. 25,202). Adults can
have this learning disorder, as well. Some people are diagnosed early in life. Others don't realize they have dyslexia
until they get older.

Kids with dyslexia often have normal vision and are just as smart as their peers. But they struggle more in school
because it takes them longer to read. Trouble processing words can also make it hard to spell, write, and speak
clearly.

It’s linked to genes, which is why the condition often runs in families. You're more likely to have dyslexia if your
parents, siblings, or other family members have it.
The condition stems from differences in parts of the brain that process language. Imaging scans in people with
dyslexia show that areas of the brain that should be active when a person reads don't work properly.

When children learn to read, they first figure out what sound each letter makes. For example, "B" makes a "buh"
sound. "M" makes an "em" sound. Then, they learn how to put those sounds in order to form words ("C-A-T" spells
"cat”). Finally, they have to figure out what words mean ("Cat" is a furry animal that meows).

For kids who have dyslexia, the brain has a hard time connecting letters to the sounds they make, and then blending
those sounds into words. So to someone with dyslexia, the word "cat" might read as "tac." Because of these mix-
ups, reading can be a slow and difficult process.

Dyslexia is different for everyone. Some people have a mild form that they eventually learn how to manage. Others
have a little more trouble overcoming it. Even if children aren't able to fully outgrow dyslexia, they can still go to
college and succeed in life.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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Prepared by: Reviewed by:

GRACE B. LUNA RECHILINA V. QUINTOS
Teacher I TA Provider/MT - II

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: NERISSA LINELL JOIE L. APELLANES DATE SUBMITTED: May 24,2022

RATER: CLYDE D. REALINGO, MAED SUBJECT & GRADE LEVEL: FILIPINO GRADE 9

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
elow 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.
he following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A an

Set Set
A B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers

Assessment serves as an individual evaluation system, and as a way to

compare performance across a spectrum and across populations. However, with so
many different kinds of assessments for so many different organizations available
(and often required) these days, it can sometimes be hard to keep the real purpose
of assessing in view.
In school, the purpose of assessment is to gather relevant information. After
receiving this information, one can reflect on each student’s level of achievement,
as well as on specific inclinations of the group, to customize their teaching plans

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 6
Assessment and evaluation play an important role in teaching. A good
assessment should be measures what it is supposed to measure. As a teacher we
should consider its validity or we must see to it that the assessment we take is
appropriate to the level of our students. Second, it should be fair. This is non –
discriminatory, in terms of different background of our learners and it should
match the expectations. Third, it should be transparent. Creating an assessment
we should consider its process and documentation including assessment briefing
and marking criteria must be clear. When students answering the given test,
he/she could explain his/her ideas clearly and accordingly to the given
Assessment criteria. It should be accurate, consistent, repeatable, and feasible.
Assessment is practicable in terms of time, resources and number of students.
Lastly, it should be educational impact. Teacher must construct assessments that
seek for the result of learning which is important and authentic and worthwhile. In
short, a teacher must have an assessment that is good for a life – long learning.
Based on the different agreement for a good assessment, I can say that the
given assessment is appropriate to the learners. It is non – discriminatory by
having a freedom to choose which type of community they are going to explain and
give its importance. It is also shows transparency, reliability, feasibility and
educational impact because the given assessment lets the students to do a
research by asking their parents, neighbors or anyone that has a knowledge of
roles of its leaders in a certain group or community. They are not just having a
research but they are also learning how important these leaders in our
community.
The given assessment is appropriate because its shows fairness among the
students even in their differences. No matter what kind of tribe or community they
belong still they can do the given assessment. Having this assessment is very
applicable in the area where the students’ lives. It is also measure their
resourcefulness in dealing the knowledge or ideas that they are looking for.
This kind of assessment also develops the student’s awareness of how they
learn to adjust. It builds students responsibility in their own learning. They are not
just learning in school but they are also learning with the help of their parents,
neighbors, and friends. Above all, this assessment can create a life – long learning
for each student that applies a real life scenario which can give emphasis on what
a leader is. While learning they are also experiencing what kind of leader they have
in their community. Just like what they said, experience is the best teacher.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: NERISSA LINELL JOIE L. APELLANES DATE SUBMITTED: May 24,2022

RATER: CLYDE D. REALINGO, MAED SUBJECT & GRADE LEVEL: FILIPINO GRADE 9

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.

ANNOTATIONS

In the lesson plan that I made, I made an activity intended for the
indigenous students. I designed an activity that will suit their capabilities and
appreciate the tribe. With this, they can list down all the kitchen utensil they have
utilized in daily cooking and preparation of their foods.
As mandated in DepEd Order No. 32, S. 2015, we, teacher must adopt the
indigenous people education in curriculum framework so it is our responsibility to
include their culture in dealing with our class activity or lesson. As a teacher, we
must integrate our lessons to the culture of our IP students so that they feel that
they are part of our class and be able to avoid any discrimination among our
students.

Prepared by: Reviewed by:

NERISSA LINELL JOIE L. APELLANES CLYDE D. REALINGO, MAED

Teacher III Teacher In Charge

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government