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 10
Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups

PROMPT #1
lass of 30 learners, five of which belong to an indigenous peoples (IP) group.
tivity to your learners. Write your response in this form.

arch 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.

Set A Set B
mayor datu/chieftain
councilors community elders
medical officers 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.

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:
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

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
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: WABUY]I JKJ@QRAR
The teacher will show the following pictures to the students and giνe them time to think.
Direction: Observe the pictures shown. Then, answer each question comprehensively.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

From the picture shown, ask the students the given questions.

1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?

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.