RPMS 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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
SET A
.
1. Mayor
2. Councilors SET B
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (
Datu/C
3. Medical Officers
Comm
Directions: For your assignment, research on the following roles in your community by asking your Heale
pare
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important ro
YOUR REFLECTIONS

Your Reflections

The World Bank Organization defines indigenous peoples as distinct social and
cultural groups with collective ancestral ties to the lands and natural resources on
which they live, occupy, or have been displaced. Indigenous people frequently follow
their traditional leaders and organizations for representation that is distinct or
distinct from that of mainstream society or culture. It is estimated that over 370
million indigenous people live in 70 countries around the world. The Philippines is a
culturally diverse country, home to an estimated 14- 17 million Indigenous Peoples
(IPs) from 110 ethnolinguistic groups. In recognition of this cultural diversity,
Republic Act 8371, also known as the Indigenous Peoples Rights Act of 1997
mandates recognition and promotion of the rights of indigenous peoples and
indigenous cultural communities in the Philippines. Moreover, as found on DepEd
Order no. 62 s. 2011, the 1987 constitution specifies that " the State shall protect
and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all". Likewise, this DepEd
Order also mandates the adoption of appropriate basic education pedagogy, content,
and assessment through the integration of Indigenous Knowledge Systems and
Practices in all learning areas and processes. Furthermore, DepEd order no. 32 s.
2015, recognizes the right of indigenous people to basic education that is culturally
rooted and responsive. This also encourages schools with indigenous communities to
localize, indigenize, and enhance the K-12 curriculum based on their respective
educational and social contexts.
Reflecting on the statements and policies above, it can be stated that the assessment
activity provided is cognizant of the existing policies of the state and the Department
of Education in recognizing and protecting the rights of the members of the
indigenous people. The assessment activity is culturally appropriate to all members
of the class including the five learners who are members of the indigenous
communities. The assessment activity is an example of an indigenized activity which
is a form of contextualization. This means that the assessment activity is related to
the bio-geographical, historical, and socio-cultural context of the learners.
Localization and indigenization of activities are very important in making the learners
learn. This makes the instruction relevant, meaningful, and useful to all learners.
Aside from this, I also believe that the indigenization of materials is a great way in
informing regular learners about the culture of learners who are members of the
indigenous groups. For example, in this assessment activity, the regular learners
were informed about the members of the community of indigenous groups. Similarly,
the learners who are members of the indigenous groups were also informed about the
members of the community outside their group. This practice plays a crucial role in
making all learners learn harmoniously. It prevents the occurrence of discrimination
and conflict among the learners. Indeed, our role as teachers is very important in
promoting inclusive education in our country. We should always develop activities
that suit the context and needs of our students.

RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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
PolicyFramework
• 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

Every child is a different kind of flower; they all make this world a beautiful garden.
Regardless of where they belong, kids, for whatever ethnicity, are learners. They are gift needs
to be opened and discovered. Each of them has had a unique culture that defines their
personalities.

            Kids in the classroom show different abilities to cope with the lesson and how to
socialize with their classmates. Being their teacher along with their classmate is a great
challenge. It requires knowledge of the subject matter and the culture of all my students.

Based on the scenario, the choices work for the same purpose but differ only on
names. As a teacher, I would explain that we are all the same, our living contexts are all the
same, but sometimes our cultures differ. Teaching respect in the classroom helps students
succeed. In other words, when children can treat each other respectfully, they positively
respond to direction and instruction. In effect, they are more likely to succeed in academics. It
is essential that as a teacher, you must know how other kids will respect the culture of each
other. Discrimination, though hard to manage, must be eliminated inside the classroom.

In preparing my lesson plan, it is always a primary consideration to put everything fair

to everyone. So I always prepare activities intended for my students who belong to the group
of indigenous people. With this, they can learn through situations that are based on their

cultures and beliefs.

Every individual is unique and education must cater to the individual differences.
Therefore, the objective of education is to enable every individual to develop his unique
qualities, to harness his potentialities and cultivate his individualities