Appendix 4A Teacher Reflection Form For T I III For RPMS SY 2021 2022 - CONCEPCION JR

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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: DIOSDADO DC. CONCEPCION JR DATE SUBMITTED: July 14, 2022
RATER: MRS. MINALIN VALEDA SUBJECT & GRADE LEVEL: SCIENCE / 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 #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
Following a meeting with Clara’s parents, it was discovered that she had been diagnosed
with a learning disability. I immediately began looking into her condition. I’m confident that gaining a
better understanding of her condition will enable me to provide her with a more pleasant learning
environment. As a result, I decided to adapt my teaching strategies and materials to meet her
specific needs.
Clara’s problem, according to my internet research, could be that she has APD or Auditory
Processing Disorder. 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. (https://childmind.org/article/what-is-auditory-
processing-disorder/) I noticed that Clara has a hard time registering and remembering what she
hears that’s why she is often unfocused in class and has trouble following instructions.
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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I chose to make my classroom more adaptive and engaging in order to avoid losing her
attention. To help Clara listen and learn more successfully. I seat her in the front of the classroom to
reduce interference with my voice and maximize access to my visual cues, making it as simple as
possible for her to tune into what I am saying. When I offer directions or relay other vital information,
I use more visual tools, gestures and I make sure Clara is looking at me. I prefer to show rather than
tell as much as possible. I’ll also utilize tone and speak more slowly, yet clearly to emphasize
essential points. Also, I utilize catchphrases to alert Clara that I’m going to say something important
to her, such as ‘Are you ready?’. Here’s the thing. You should know this because….”. I utilize terms
that trigger or assist her in sequencing events when providing a step-by step procedure in class.
Clara can follow sequences by using terms like first, second, third, then and last and teaching her
these transitions words in writing can help organize her thoughts and language.
To ease Clara’s frustration and raise her self-esteem in the classroom, I make sure she is
writing down tasks and assisting her in staying organized. I record my classes for her later study
because she has a learning disability. And by doing so, I assured Clara was involved in the
classroom and that she received the same level of knowledge as her classmates who did not have a
learning disability.

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RPMS SY 2021-2022

TEACHER I-III
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 lesson plan provides activities that can be used by learners with talents/giftedness because it magnifies
on critical thinking and only by themselves. It is also applicable for students who are visually and audibly
impaired since the words , pictures, and questions are stated and pasted in the presentation while the teacher is
speaking.

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RPMS SY 2021-2022

TEACHER I-III
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
According to DepEd Order no. 32, s. 2015, or the Adopting the Indigenous Peoples (IP)
Education Curriculum “Recognizing the right of indigenous peoples to basic education that is
culturally rooted and responsive, the IPEd Curriculum Framework seeks to provide guidance to
schools and other education programs, both public and private, as they engage with indigenous
communities in localizing, indigenizing, and enhancing the K to 12 Curriculum based in their
respective educational and social contexts”. “Fundamental to IPEd is establishing institutionalized
partnership between indigenous communities and the respective schools/learning programs which
serve them. This is to be pursued through sustainable community engagement which guarantees the
meaningful participation of indigenous communities in the inclusion of their Indigenous Knowledge
Systems and Practices (IKSPs) and Indigenous Learning Systems (ILS) in the Basic Education
Curriculum Framework”.
Having an indigenous group where their culture is different from those living in the city, I need to
give them activities that will engage them with their classmates who do not belong to their group and be
able to express themselves and share their culture and beliefs. Activities will be modified wherein the
interaction and the collaboration among the two groups is not sacrificed. They will be given fair treatment
and judgment in their activities to be submitted.

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RPMS SY 2021-2022

TEACHER I-III
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
To attend the needs of the learners belonging to the IP culture, the activity given in the TRF 1 (Objective 10) is
modified.
Modified Instructions: A Tagalog learner will be paired to an IP member). Discuss your daily activities or routine with
a partner. Afterwards, compare your daily activities with one another. Using a Venn diagram, write down the similarities
and differences of your daily activities. Discuss with your partner what activities you can do both whether you are in the
city or in the tribe. Then, write a short reflection about your output

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Appendix 4A Teacher Reflection Form For T I III For RPMS SY 2021 2022 - CONCEPCION JR

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Appendix 4A Teacher Reflection Form For T I III For RPMS SY 2021 2022 - CONCEPCION JR

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1

TEACHER REFLECTION FORM (TRF)

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

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