RPMS SY 2021-2022: Teacher Reflection Form (TRF)

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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 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
There are several learning disabilities that may not be very evident and observable from a single or few
interactions. These disabilities prevent both teacher and student to achieve the common goal of learning
thus the imperative need to identify what exactly is the disability and what mode of learning and what
teaching technique applies best to get the desired result.
The obvious and practical next step once the learning disability is identified, as in the case of Clara, is to
formulate teaching approach that is based on scientific and proven method that applies to such disability.
One learning disability that hinders children/students from absorbing lessons is “Auditory Processing
Disorder.” In auditory processing disorder (APD), students have difficulty processing sounds. Individuals
with APD may confuse the order of sounds or be unable to filter different sounds, like a teacher’s voice
versus background noise. In APD, the brain misinterprets the information received and processed from
the ear.
Symptoms of APD:
 Difficulty following directions
 Frequent requests to repeat information
 Trouble distinguishing between similar-sounding words
 Lack of focus, especially in noisy surroundings
 Impaired memory for nursery rhymes or song lyrics
 Struggling with reading, spelling, speaking, or rhyming
 Mixing up the order of sounds in words or numbers in a sequence
 Inability to follow conversations
 Trouble expressing thoughts and feelings clearly
The most common treatment for APD is speech-language therapy to be conducted and supervised by a
competent medical practitioner. However, learning institutions can administer adjustments in the learning
environment to help with treating APD.
This study source was downloaded by 100000850583457 from CourseHero.com on 08-07-2022 13:31:10 GMT -05:00
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
https://www.coursehero.com/file/157396957/TRFs-for-OBJECTIVE-9-10-1docx/
The DepEd Order No. 044 of 2021, titled POLICY GUIDELINES ON THE PROVISION OF EDUCATIONAL
PROGRAMS AND SERVICES FOR LEARNERS WITH DISABILITIES IN THE K TO 12 BASIC EDUCTION
PROGRAM, provided an over-all direction and guidance in the organization, management, and
implementation of appropriate programs, services, and interventions for learners with disabilities at the
different levels of governance in the Department. Likewise, this policy may serve as guide for the external
stakeholders and partners in addressing the needs of learners with disabilities.
The DepEd order is, in turn, pursuant to Section 3 of the Republic Act No. 10533 known as the Enhanced
Basic Education Act of 2013 and Section 8 and 8.2 from its Implementing Rules and Regulations.
There are a number of clinically proven recommendations to help students with such learning disadvantage.
Some of which are:
1. In a face to face environment, preferred seating. This is making sure the child is seated where he/she
can be of most advantageous in hearing the teacher’s voice and least distraction for external stimulus.
2. Use of visual cues also will help get the student’s attention. The teacher needs to ensure that the
student is looking at her when giving instructions or convey important information.
3. Assistive technology abounds these days. Noise-cancelling headphones can be worn to minimize
auditory distractions. Teachers can use microphones that will ensure clarity of voice.
4. Highlight key words. Teachers can help students by using intonation and slower speech to emphasize
what is important. Slowing the rate of speech and use emphasis on key words, to bring attention to
important pieces of information by the way they’re talking, extremely helps in conveying the message to
the student.
5. Give students a heads up when something important is about to be said. It is suggested that using
catchphrases to give students a signal that you’re about to say something they need to pay attention to.
An example would be: Are you ready?
6. Sequencing words helps reduce confusion. Use words that trigger or help a student to sequence events.
Using words like first, second, then, last help kids follow sequences, and teaching them to us these
transition words in writing or telling a story helps them to organize their thoughts and their language.
We, as teachers, need to make the adjustments based on the need of the students. There are learning
disabilities that can, to some degree, be addressed by teachers within the classroom (or online) environment
and it is in this setting that we need to take all necessary steps in helping our students learn as much as they
can.
RPMS SY 2021-2022

TEACHER I-III
TEACHER: DATE SUBMITTED:
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
RPMS SY 2021-2022

TEACHER I-III
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
YOUR REFLECTIONS
RPMS SY 2021-2022

TEACHER I-III
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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TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADE LEVEL:

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