MOV For Objective 9-10

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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 #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
After my conference with Clara's parents, I discovered that she had been diagnosed with a learning disability. I
immediately started looking into her condition. I am confident that if I will do something to better understand her
condition, I will be able 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 net 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
(Source: https://childmind.org/article/what-is-auditory-processing-disorder/). I noticed that Clara has a difficulty
registering and remembering what she hears that's why she is often unfocused in class and has trouble following
instructions.
I chose to make my classroom more attractive and adaptive in order to avoid losing her attention. To help Clara
listens and learns more successfully, I seat her in the front seat 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'm saying. When I
offer directions or relay other vital information, I use more visual tools and gestures. I make sure, Clara is looking at
me. I prefer to show rather than tell, as much as possible. I also apply 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 use 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 and last, and teaching her these transition words in writing can help her organize her thoughts and
language.
To lessen 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 that 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.
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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RPMS SY 2021-2022

TEACHER I-III
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

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RPMS SY 2021-2022

TEACHER I-III
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 assessment, 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 Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS
Indigenous Peoples (IPs) are eligible to a well-rounded education. Education that mirrors their shared values,
feelings, principles, and general ideas. Education that not only common students can access but also indigenous
peoples’ students. In the given situation, I believe the teacher was prepared to give thorough consideration to the five
students. The teacher is student-centered and gave differentiated instructions in which learners had choices to choose
from in the assessment he/she gave. I know that in this assessment there was equality and fairness for all students
and the teacher is sensitive to the students he/she handled.
The task given to the students is to research on the roles of the given workers in the community by asking
their parents or anyone with knowledge of the roles. It is divided into 2 set. The Set A used the terms which are
familiar to
the modern community, while the Set B used terms that are familiar in the older or indigenous community. For my
classroom with a presence of Indigenous students, this type of assessment promotes culture- sensitivity, fairness,
inclusivity, contextualization and is very much, with respect to how IP students must be assessed.
This kind of assessment is very fitting to my classroom which has Indigenous students because it recognizes
the culture of these types of learners. According to an article, Ways of teaching & engaging Aboriginal students an
effective classroom with IP students must be culturally relevant and responsive. The assessment test reflects the
teacher's knowledge and sensitivity to the culture of the IPs by including their own culture and vocabulary in the
assessment test. Furthermore, the assessment also did not ask the learners to use technology to find out the roles of
these people in the community but instead, the teacher asked them to use the community itself and ask elders to
provide the answers. This hits two birds; one, the teacher acknowledges that not all students, especially IPs have
computers or gadgets to search for the answers, this is very much appropriate in teaching students from Indigenous
Groups, second, it involves community members which is a very strong strategy for teaching Indigenous students
(Korff, 2021). This kind of assessment also, respective of the culture and the stronger presence of contextualization in
our curriculum shows that the teacher did not limit the IP learners to their own culture and vocabulary but also
introduced the culture and vocabulary of non-IP community and the same goes for the non-IP students in the
class.
The type of assessment given also develops students’ Higher Order Thinking Skills in my class. According to
various article, in order for the students in the Indigenous Group to thrive a teacher must set a high standard for them
and expect them to succeed. The assessment shows that the teacher expect everyone to explain the roles they will
gather and that is developing the reasoning ability and critical thinking of not only the IP students but all of the student

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As a teacher, we sometimes forget that there are IP students who are in the mainstream class who need a special style of
teaching and assessment. This shows in many research studies that the needs of these children are not being addressed.
However, there are revolutionary movements for Indigenous People especially in the Basic Education. Our curriculum
advocates inclusivity, fairness, and culture-sensitivity to all students and to the groups they belong (DO 32, S. 2015, DO 72, s.
2009, DO 101, S. 2010).
The Assessment given as example in this reflection form is one way of showing us how to provide a proper and valid
assessment test to all our students regardless of their community groups. It also shows how different the IP students may
look at things and concepts learned in school. For the IPs, the elders and community are very
fundamental to their existence and therefore, for the teaching instruction and assessment to be successful for this type of
learners, the tasks of the leaners must allow them to function in society and enabled them to utilize their own culture and
environment.
To retrospect, we should always remember that assessment strategy must be inconsonance with the teaching strategy in
order to really assess if the objectives based on the competencies prescribed by our curriculum are being carried out in our
lesson. In order to address the learning needs of our students in Indigenous Peoples we must make all the parts of our lesson
a culture-sensitive, inclusive and conducive for them bearing in mind that these students are the future of our country. We
should recognize the importance of including students' cultural references in all aspect al learning. Students should all be
equally involved and engaged in the classroom so that no one is left behind.

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RPMS SY 2021-2022

TEACHER I-III
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

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TEACHER REFLECTION FORM (TRF)

RATER: SUBJECT & GRADE LEVEL: __

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: SUBJECT & GRADE LEVEL: __

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: SUBJECT & GRADE LEVEL: __

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: SUBJECT & GRADE LEVEL: __

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

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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