RPMS 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ANTONETTE N. FRANKE DATE SUBMITTED: _______________

RATER: JOBELLA KONGI G. AGPAD SUBJECT & GRADE LEVEL: SCIENCE-9
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 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.

REFLECTION/ ANNOTATIONS
 MY REFLECTION
To have a student like Clara is a challenge that a teacher must surpass. It is about measuring the
teacher’s ability to recognize the problem and make an action to meet the learner’s needs without making them
feel that they are different. Teacher must know that their learners walk into their classroom with a wide range
of gifts and try to find ways to meet their needs, including those with learning and thinking differences.
Given the situation like Clara, as a grade-9 science teacher, I will utilize differentiated instruction,
especially in my subject area, where student tend to use critical thinking skills. With this approach, I can change
what students need to learn, how they’ll remember it, and how to get the material across to them. In my
experience, when my student struggle with one topic, I will create a plan that includes extra practice, step-by-
step directions, and particular homework. Scaffolding is also an option. These breaks learning into chunks. These
chunks follow a logical order and move toward a clear goal. I usually form a bridge between what my learners
already know and what they cannot do independently. In science, Math and English, it can be charts, pictures,
and cue cards.
In my subject area science, graphic organization is the best use for my teaching process with learners
who have difficulty understanding. I draw a picture to map out my thoughts and ideas. It can help my students
plan and organize problem- solving.
According to Branstetter (2019), when you label a student with a learning disability this creates a
problem-they hold lower expectations. In turn, the student may live up to these low expectations. Although
student with learning disabilities tends to struggle with lower achievements and have negative beliefs about
their academic abilities. Some researchers point out that it is difficult to disentangle what is causing these
challenge.
With my few years in teaching, encountering situations like Clara is not a surprise at all. What I am doing
is focusing on the sea of strengths around the island of weakness. Focusing on strength isn’t just a nice thing to
do, it is essential for students with learning disabilities to feel good about themselves.
I could also take a lesson from my student on a positive mindset. My students with special needs gave
me hope that I can cultivate that resilience and strength in all the students who come to me with diverse
learning needs as an educator and parent.

SUMMARY OF LEVEL
LEVEL LEVEL LABEL LEVEL DESCRIPTION
1 Scrutinizing The teacher demonstrates minor
content errors either in presenting
the lesson.

2 Organizing The teacher employs strategies

which are appropriate for the
 educational needs of the learner.
3 Planning The teacher displays a
comprehensive ability to discern
concepts and easily to understand
the structure of the subject matter.
4 Developing Utilizes a variety of materials,
resources and references in teaching
and skillfully manages diverse
instructional materials.
5 Applying The teacher exemplifies conceptual
knowledge of the learning areas of
the learner with disabilities,
giftedness and talents to address
content and accurately harmonious
and actively engaged in learning
activities.
 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 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

Gifted students work at their own pace, compact curriculum, and deliver project-based learning. Upon this kind of
learning method, I employ learning that would help them to explore things with their classmate.

In activity 1, I ask them to pair them and model a social situation. It can be challenging for some gifted students as
their understanding of social cues can be underdeveloped. Teaming up with other students will help each other to
learn differently.

I encourage them to move beyond their learning skill by applying them in the real world. For example, they can
explore how area and perimeter affect an architect's design or how scientists use animal classification to
understand animal life and how it functions.
Create a differentiation strategy for your classroom with the educational materials and resources to benefit all
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 #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.

Directions: For your assignment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.

SET A
1. Mayor
SET B
2. Councilors Datu/Chieftain
3. Medical Officers Community Elders
Healers

YOUR REFLECTIONS
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 a given situation where I have 30 pupils, and five belong to the minority group, I would give them the
freedom to choose between set A or B. teachers must always consider all cultures as long as the transfer
of learning is still the same. It is always a primary consideration to put everything fair to everyone.

In the end, understanding our differences produces culturally competent, global citizens; provides
graduates and scholars a professional, competitive advantage in the workforce; and represents diverse
perspectives of reality in a globalized world.

TEACHER: DATE SUBMITTED:

 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 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
The activity is part of the lesson plan, attached here. Designed for intercultural differences in which
different people pray.

Abstract Conceptualization

Activity 1: PICTURE Analysis

Directions: Observe the picture shown in presentation. Then, answer each question broadly.
 PICTURE 1 PICTURE 2

SET A

PICTURE 1 PICTURE 2

SET B

In presentation pictures shown above, Ask the learners in given questions.

1. What have you seen in the pictures?
2. What do they have in common? How they differ from one another?
3. How do people talk to God? And why?
4. Have you try to ask God your purpose of living? Why?
I used existentialism teaching here. 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