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ANGELINE R. MAPPALA APRIL 7, 2022

SARANAY C. GUNDAN EPP 4

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
PROMT #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
Learning disabilities are disorders that affect the ability to understand or use spoken or written language, do
mathematical calculations, coordinate movements, or direct attention. Although learning disabilities occur in very
young children, the disorders are usually not recognized until the child reaches school age.

After having a meeting with Clara’s parents, it was discovered that she had been diagnosed with learning
disability. I immediately gave her a special attention regarding with her condition. I’m self-assured that to have a
better understanding with her condition will enable me to provide her with a more comfortable and pleasant
learning environment. I decided to adapt my teaching strategies and materials in order to meet her specific needs.

According to my internet research, Clara’s problem could be that she has “Dyslexia”. Dyslexia is a language
processing disorder that impacts reading, writing, and comprehension. Dyslexics may exhibit difficulty decoding
words or with phonemic awareness, identifying individual sounds within words. Dyslexia often goes diagnosed for
many years and often results in trouble with reading, grammar, reading comprehension, and other language skills.
Dyslexia is a learning difficulty that mainly affects the skills involved in accurate and fluent reading and spelling.
Learning difficulties are not related to a person’s intelligence but are caused by differences in the ways the brain
processes information. They vary greatly from person to person. Dyslexia mainly affects the development of literacy
and language-related skills, and learners with dyslexia are likely to have problems with phonological processing,
working memory and processing speed. Source nild.org/learning-disabilities/dyslexia-dysgraphia-dyscalculia/ .Dyslexia is a
spelling. Learning difficulties are not related to a person’s intelligence but are caused by differences in the ways the
brain processes information. They vary greatly from person to person. Dyslexia mainly affects the development of
literacy and language-related skills, and learners with dyslexia are likely to have problems with phonological
processing, working memory and processing speed.

In order to help Clara’s situation, the focus of teaching should be on making the learning environment as
inclusive and supportive as possible. Inclusion is, ‘A sense of belonging: feeling respected, valued for who you are;
feeling a level of supportive energy and commitment from others so that you can do your best work. We should
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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
PROMT #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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ANGELINE R. MAPPALA APRIL 7, 2022

SARANAY C. GUNDAN EPP 4

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
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groups
PROMT #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.

YOUR REFLECTIONS

Indigenous Filipinos are among the many indigenous peoples (IP) who have experienced devastating
destruction of their homes, imposition of settlers in their ancestral domains, and retreats to areas far from basic
social services. Approximately 110 ethnic tribes lives in the Philippines, most of whom fight for their way of life for
themselves and future generations as they struggle to keep their lands (Abejuela, Ricarte B. III. (n.d.).

With regard to education, the IP are among those with the lowest literacy rates. It is a challenge to serve
their needs in remote areas, and standard education programs fail to take into account their cultures, languages, and
current realities.

In an attempt to respond to these challenges, 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.

Appropriate education enables indigenous children and adult learners to exercise and enjoy economic, social
and cultural rights. It also strengthens their ability to exercise their civil rights so they can influence political policy
processes for enhanced protection of their human rights. Education that not only common students can access but
also IPs students.

In this situation, to be able to engage Indigenous learners, teachers should give thorough consideration to the
five students. You need to create a professional relationship of mutual respect by giving differentiated instructions in
which learners had choices to choose from the given assessment. A teacher who recognizes Indigenous culture
shows the Indigenous learners that you respect them.

As a teacher, we must be aware of our learners’ background, whether they are from common or Ips learners.
By doing this we can assess them to meet their needs and to ensure that they all have access to the quality
education. We should engage them physically, emotionally/mentally, intellectually and spiritually level by using a
variety of teaching methods. Learners should be equally involved and engage in the classroom so that no one left
behind.
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ANGELINE R. MAPPALA APRIL 7, 2022

SARANAY C. GUNDAN EPP 4

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
PROMT #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.
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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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