RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: HIEN T. AMBAS_____________ DATE SUBMITTED: _____________________

RATER: VERONICA D. BATERBONIA__ SUBJECT & GRADE LEVEL: ___FILIPINO 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 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

Education is regarded as a human right in and of itself and an essential tool for achieving other
human rights and fundamental freedoms. It is the door through which economically and socially
underprivileged people can rise beyond poverty and fully access the resources they need to engage in
their communities fully. Education is becoming more widely recognized as one of the best long-term
financial and social investments a country can make. Indigenous children and adults can exercise and
enjoy their economic, social, and cultural rights with the help of appropriate education. It also improves
their ability to exercise civil rights, allowing them to have a more significant say in political policy
decisions that affect their human rights. As a result, education is critical for the enjoyment, preservation,
and transmission of indigenous cultures, languages, customs, and knowledge.

The given assessment above will provide the learners with their choice. This intercultural approach
will boost positive community life between individuals from various cultures and religions by focusing on
individuals as a central element and holders of rights. Set A will allow the students who respect mayors,
councilors, and medical officers to conduct their assessment, while Set B will let the indigenous learners
do their interviews with their datu/chieftain, community elders, and healers. This can help us understand
the students’ preferences, strengths and weaknesses when communicating and how these can help or
hinder us when communicating across cultures.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

This good intercultural communication fundamentally requires intercultural awareness, an

understanding that different cultures have different standards and norms. The idea is that if you don’t
understand how your students communicate, you might make some poor decisions as a teacher.
Intercultural communication is crucial in school and education because it prevents bad teaching.

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 10
Adapted and used culturally appropriate teaching strategies to
address the needs of learners from indigenous groups
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous people’s 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 below is part of the lesson plan attached here, designed for intercultural differences in which indigenous
learners and non-indigenous learners can both answer.

Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
Ang guro ay magpapakita ng mga larawan at bibigyan sila ng oras para makapag-isip.
Direction: Tingnang mabuti ang mga larawan saka sagutin ang mga tanong.

Mula sa mga larawan, tanungin ng guro ang mga mag-aaral.

 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

1. Anong nakikita ninyo sa larawan,? Ano ang kanilang pagkakatulad?

2. Gamit ang pang-uri, ilarawan ang kanilang pagkakaiba?
3. Ilarawan ang dalawang tulay gamit din ng pang-uri.

I employed constructivist teaching because this approach will let learners learn with their beliefs. Learning is actively
involved in the process of meaning and knowledge construction rather than passively receiving information. With
these, I can create a collaborative problem-solving environment where my students become active participants in
their own learning.