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Teacher-Reflection-Forms

Advance English (Christian College of Tanauan)

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

TEACHER: JOAN A. ALCANTARA DATE SUBMITTED: APRIL 18, 2022

RATER: MARILYN M. LAT SUBJECT & GRADE LEVEL: ENGLISH - 8

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: Rovic Wendell of 8 – Tolkien was found out to be auditory – impaired. This impairment leads him to his
difficulty in understanding oral instructions.
Action Taken: Activities given to the learner are the same with other learners. The difference is the lesson was
presented in black and white. And the learning activities given are with complete and comprehensive written
explanation and instructions.

YOUR REFLECTIONS
Learners with disabilities require appropriate care and attention when delivering the lesson and when giving them
classroom activities.

Given the situation above, a learner who is auditory – impaired would not understand what you are saying. No
matter how hard he tries to grasp the lesson, it would be very difficult in his case. With this, I modified the delivery of
the lesson and the activities to be done. Same activities were given, only that, the delivery and instructions were
done through writing. Additionally, the family members of the learner play a big role in the modification of the
delivery of the lesson and activities. Since his family members are more able to communicate with the learner (the
way the learner is trained and used to), the lesson and activities were also explained to them to help the teacher
deliver it to the learner in a more precise and comprehensive manner.

Annotation
For objective 9, I attached the SET B MOV because I have no identified learners with disabilities, giftedness
and/or talents. Because of this, I accomplished the Teacher reflection Form (TRF). For a TRF 1, I made a reflection on
the given situation about Clara. On TRF 2, I attached a copy of my Lesson Exemplar highlighted the parts that I
modified to attend the special needs of my student.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian

Downloaded by JOHN-REY MANZANO

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

TEACHER: JOAN A. ALCANTARA DATE SUBMITTED: APRIL 18, 2022

RATER: MARILYN M. LAT SUBJECT & GRADE LEVEL: ENGLISH - 8

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
For the delivery of the lesson, I gave a copy of the lesson in black and white. Below are the activities modified to
attend the needs of the learner.

Learning Task 3: (Performance Task 1)

The learners will be asked to discuss their daily activities or routine with a partner. Then, they will create a graph of
their choice (e.g pie graph, line graph or bar graph) showing your daily activities and how much time is consumed
for every activity. Your output will be graded according to the following criteria.

Criteria Score
Content 40
Creativity 10
Collaboration 20
Overall Output Appearance 10
Relevance 20

Total 100

Modified Instructions:

Discuss your daily activities or routine with a partner. List your routine on a piece of paper and how much time you
consume for each routinary activity; then give your list to your partner. Your partner (with your help) will create a
graph of your choice (e.g pie graph, line graph or bar graph) showing the daily activities that you both do and how
much time is consumed for every activity.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian

Downloaded by JOHN-REY MANZANO

 RPMS SY 2021-
TEACHER REFLECTION FORM
(TRF)

TEACHER: JOAN A. DATE SUBMITTED: APRIL 18,

RATER: MARILYN M. SUBJECT & GRADE LEVEL: ENGLISH -

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 a performance task assessment activity for a class of 30 learners, three of which belong to an indigenous
peoples (IP) group.

Learning Task 3: (Performance Task 1)

The learners will be asked to discuss their daily activities or routine with a partner. Then, they will create a graph of
their choice (e.g pie graph, line graph or bar graph) showing your daily activities and how much time is consumed
for every activity. Your output will be graded according to the following criteria.

Criteria Score
Content 40
Creativity 10
Collaboration 20
Overall Output Appearance 10
Relevance 20

Total 100
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.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian

Downloaded by JOHN-REY MANZANO

 RPMS SY 2021-
TEACHER REFLECTION FORM
(TRF)

TEACHER: JOAN A. DATE SUBMITTED: APRIL 18,

RATER: MARILYN M. SUBJECT & GRADE LEVEL: ENGLISH -

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
To attend to 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.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian

Downloaded by JOHN-REY MANZANO