RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ___MELLIONES M. DONATO JR._______________________ DATE SUBMITTED: ______________________________________

RATER: ____URSOLINA O. LONGYAPON________________________ SUBJECT & GRADE LEVEL: ___SCIENCE VI_________________

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
“If a child can’t learn the way we teach, maybe we should teach the way they learn” by Ignacio Estrada. Broadly speaking, the function of
teachers is to help students learn by imparting knowledge to them and by setting up a situation in which students can and will learn effectively. Clara’s
problem/case could be experiencing Dyspraxia. It is a difficulty with organizing and directing the body to perform a motor skill (movement) needed to
carry out the steps in a process and to ensure that a task is performed in the most efficient way. Now the Department of Education issued this Deped Order
No. 44 series of 2021 or also known as the Provision of Educational Program and Services for Learners with Disabilities in the K to 12 Basic Education
Program, this program provide an over-all direction and guidance in the organization, management, and implementation of appropriate program, services,
and intervention for learners with disabilities.
 Based on the statement above, after having a conference with Clara’s parents, the teacher found out that she was diagnosing with a learning
disability that affect her as a learner. To have a learner like Clara is a challenging that a teacher must overcome. It is about measuring the teacher’s ability
to apprehend the problem and find a solution to meet the learner’s needs without making them feel that they are different. I know that understanding her
condition will help me create a more effective learning environment for her. I decided to modify my instructional materials to fit her needs, I will make
my instructional materials more exciting and engaging to her attention. I will include more tactile, vestibular, kinesthetic and more visual information.

As a Science teacher, one of the strategies that I will do is to utilized differentiated instruction like an activity which has colorful pictures that will
make Clara more interested and use indigenous materials that will also make Clara more enjoyable, active and hands-on to the activity. As what my
experience is concerned when my learners struggle with the topic, I will create a plan and provide an activity that is suitable to all learners with multiple
intelligences, and adding more engaging activities that will require her full attention and participation to the class, instructional materials that Clara needs
more sensory information as it can trigger her interest.

I will make sure that every day should be new learning experience for her so that she would get excited to come to school every day because
usual things she does in the classroom may be boring for her, therefore make the lesson or instructional material a new learning experience to look
forward. Also giving her rewards after finishing activities would also help her to focus and take time to finish expected outputs as she looks forward to
what she is going to get as a reward. This different approach could surely help her start to focus on the lesson and made the learning more exciting and
enjoyable not just for Clara but also to all the learners that is present on the four corners of the classroom.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ___MELLIONES M. DONATO JR.________________________ DATE SUBMITTED: ______________________________________

RATER: ____URSOLINA O. LONGAYAPON_______________________ SUBJECT & GRADE LEVEL: ___SCIENCE VI_________________

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
 Lesson Plan in Science VI
 In this lesson plan, I used differentiated activities to cater all the different abilities or skills of the learners. Activities such as games,
puzzles, indigenized materials, and materials that is being used at home. These activities made the learners learn a lot, not just the normal
learners but also the gifted learners’
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ___MELLIONES M. DONATO JR.________________________ DATE SUBMITTED: ______________________________________

RATER: ____URSOLINA O. LONGYAPON________________________ SUBJECT & GRADE LEVEL: ___SCIENCE VI_________________

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. councilor 2. community elders
3. medical officers 3. healers
 YOUR REFLECTIONS
The right of every Filipino to quality basic education is further emphasized in Republic Act 9155 or the Governance of Basic Education Act of
2001. The 1987 Constitution likewise guarantees the right to education of every Filipino. It provided that, “The State shall protect and promote the right
of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.” IP education is unique in that it often
takes approaches different from those used in traditional instruction. The importance of highlighting indigenous knowledge, skills, practices, and values
is acknowledged and incorporated. The Department of Education in the Philippines has recently adopted the Indigenous Peoples Curriculum Education
Framework (DepEd Order No. 32, s. 2015) as a guide for IP educators in developing “culturally appropriate and responsive” curricula, lesson plans,
instructional materials, and teaching methods. DepEd Secretary Leonor Magtolis Briones assured the IP communities and learners that their right to basic
education is upheld and protected. Curriculum contextualization and Mother Tongue-based Multilingual Education (MTB-MLE) implementation have
been prioritized in support of the development of culturally appropriate learning resources and environment.

Having 30 learners in class and five of which belong to an indigenous peoples IP group, I should create a lesson plan in which it could cater the IP
learners. It is more important to have activities that IP could relate or connect. A discussion that has contextualization and uses indigenous materials. To
effectively teach IP learners, it is crucial to understand the world as perceived through their eyes. Only when connections are made between new
information being presented and a child’s known way of life can learning be relevant and have life-long value. Even as changes through education are
intended for the good of their community, all efforts must respect to their identity as IPs.

As a Science Teacher it is very important to utilized and used indigenous materials inside their classrooms so that they can easily find examples
that are suited and appropriate with the lesson. As teacher, I will not make the Indigenous People feel different among the other learners. I will make
them feel that they are important and that all of them are equal .Openness is key in nurturing a dynamic where teachers and students learn from each
other. Respect for the dignity of each community member is manifested in respect for their entire culture. Education programs for such communities bear
good fruit when they are facilitated rather than forced. All key players need to recognize the abundance in both human and natural resources in the
community as education harnesses the many strengths that had been theirs all along.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ___MELLIONES M. DONATO JR.________________________ DATE SUBMITTED: ____________________________________

RATER: ____URSOLINA O. LONGYAPON________________________ SUBJECT & GRADE LEVEL: ___SCIENCE VI______________

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 National 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
 Lesson Plan in Science VI
I. Objective
- describe and classify the characteristics of each group of vertebrates animals
 In this lesson plan, I used differentiated instruction to integrate the lesson to my learners. I used materials (animals) that are familiar to the
learners, appropriate and connected in the subject matter.