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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Kathrina Marie L. Gonzales DATE SUBMITTED: July 1, 2022

RATER: Remelyn P. Villanueva SUBJECT & GRADE LEVEL: Mathematics 7

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
Based on the context given Clara showed some symptoms of having an inattentive ADHD. Individuals
with inattentive ADHD do not suffer from hyperactivity, but are easily distracted, sluggish, slow-
moving, and lack motivation, even though ADHD is not considered a type of learning disability,
however, the study showed that about 50 to 60 percent of people with ADHD also have a learning
disability. The most common of these is dyslexia, a language-based learning disability that affects your
ability to read, spell, write, and speak. So, we can consider here that Clara has ADHD and a Learning
disability of dyslexia. So now I will modify my instruction for Clara based on her needs. I need to
identify her needs based on her disabilities and take into consideration every small detail because I
believe that even smaller things can affect her learning. First, I will change her seating arrangement, it
is important that Clara did not seat near the door or windows to avoid distraction since she is always
out of focus. I will place her in front near the middle so that she is near to me, so she can see and
clearly hear my instruction. Next, if ever I need to group the class for an activity, I will prepare to use
differentiated instruction wherein the students are grouped based on their ability. And going back to
Clara I will put Clara in a group wherein the task is more on organizing data and more on a bite-size
activity. A bite-size activity is giving an activity into chunks, instead of giving it as a whole and long
detailed activity, I just give them a short and creative activity. A person like Clara is a visual learner
with inherent mental gifts and talents, they think in pictures rather than words, they are imaginative and
creative and can solve problems by looking at the whole picture rather than working step-by-step. A
person like her is learned more from a simple and organized data presentation, so in terms of giving a
lecture, I will always present my lesson in an organized way so that they can easily understand it. And
it is also better to use some graphs and visuals for the presentation. I will also ask Clara’s parents to
instruct Clara to make a list of things to do. This will help Clara not forget those things she has to
prioritize and at the same time, it also helps her to set her goal for certain days or weeks. In school, I
will involve Clara in a task or a daily routine in our classroom. For example, I will assign her as a class
monitor so that, every time she is in our class, she will be attentive because she has a task to do. This
will help Clara to set her mind that every time we have class she is needed and important because of
having a task, so she cannot be unfocussed. And lastly, every child needs motivation it is important to
them that they are motivated to strive hard in every activity. I will give them rewards and Everyone likes
praise for a job well done. I want to end this reflection with a quote from Ignacio Estrada “If a child can’t
learn the way we teach, maybe we should teach the way they learn”.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 2

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 3

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 #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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 4

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 5

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Kathrina Marie L. Gonzales DATE SUBMITTED: July 1, 2022

RATER: Remelyn P. Villanueva SUBJECT & GRADE LEVEL: Mathematics 7

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

YOUR REFLECTIONS

Indigenous Peoples are distinct social and cultural groups that share collective ancestral ties to the
lands and natural resources where they live, occupy, or from which they have been displaced. Deped
develops IP education programs that cater to their educational need and protect their beliefs and
culture. It is important for a teacher to know if she has an IP student because she must be careful with
her examples and statements. We, as teachers, need to familiarize ourselves with the culture of our PI
students. We also need to contextualize based on their understanding and culture. Based on my
evaluation, this assessment provided by the teacher is very appropriate for the class having
indigenous students because it acknowledges the culture of the learner. The assessment test reflects
the teacher’s knowledge and sensitivity to the culture of IP, by including and taking into consideration
their beliefs and culture. It is good that she gives IP a chance to pick set B which includes their leaders
or community because they can relate to this assessment. In addition, after the students research that
position, they can also share it in the class so that the IP can have a chance to share what they have in
their community. It is so much fun if every student will understand the different communities because,
at an early age, they can respect each other even in a simple way. In terms of grading the assessment, I
will provide rubrics and despite giving different sets I will still use the rubrics for grading them. It is
important to practice fairness.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 6

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 7

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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 8

This tool was developed through the Philippine National

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