RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: MARICHU D. EDANO______ DATE SUBMITTED: _JUNE 20, 2O22

RATER: __ARLENE L. MENDOZA__ SUBJECT & GRADE LEVEL: _ENGLISH 8

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

When teaching all students regardless of their cultural identification it is vital that the teaching strategies used are
relevant and effective for the students. For engaged learning to take place the educational experiences offered them
must be focused to achieve learning objectives and outcomes. Students may engage in learning in varying ways and
so developing strategies that may be effective in engaging in Indigenous students can be supportive of successful
teacher practice. However it is important to ensure that all students are considered as individuals with varying
educational needs and not to group students learning paths based on their cultural identity. It is important that
teachers have high expectations of students and create a positive view of the people within the classroom as well as
using specific strategies that may be effective in teaching Indigenous students.   

Meanwhile, the given assessment above shows status and roles of an individual in the community. As a teacher of
30 learners, five of which belong to an indigenous peoples (IP) group, I find the assessment equal, balance and fair.
Learning the importance of respective role in a community is vital so respect ascend. Learners are wise enough on
knowing the rights and cultures valued of each.

Respecting cultural diversity is to appreciate and value the diverse culture in a society. Thus we teachers and
learners should have a proper knowledge and understanding of the cultures which is not ours because it is necessary
in order to bring about peace, harmony and love in the society.

In today’s world, if we all are able to respect and know about other cultures and respect their values and beliefs, life
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

would be easier for most of us and we can learn a lot of good things from each other and enrich our lives. Cultural
diversity supports the idea that every person can make a unique and positive contribution to the larger society
because of their differences. So, in order to build a healthy and peaceful society, every individual should take
initiatives and participate in the establishment of a society, community, country or world on a large scale, where
diversity in culture is recognised and respected, various cultural ideas are acknowledged and valued, contributions
from all groups are encouraged and differences are celebrated.

TEACHER: MARICHUD. EDANO DATE SUBMITTED: _JUNE 20, 2O22

RATER: __ARLENE L. MENDOZA SUBJECT & GRADE LEVEL: _ENGLISH 8

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.

Reflective Approach
Reading Activity: “Claire and Her Grandfather”

The teacher will provide copies of a reading selection. Ask volunteer to read it allowed once, then let learners read it
silently. After reading, teacher will ask follow up questions which learners tend to discuss their answer in reflective
approach. Then they circle Negating and Affirming Words and Phrases found in the selection.

Comprehension Check:
1. What is the essential message of the story?
2. If you were Claire would you do the same? Why? And Why not?
3. Based from the story, how would you have described cultural diversity?
4. As a student, in what ways you would able to promote awareness, fairness and depth
information about indigenous people?

Annotation
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

The story of Claire and her Grandfather is designed to enhance young people's awareness of some of
the many contributions and inventions by indigenous people across the world. The story is meant to
be a versatile teaching tool for children ages 7-15, although older students might enjoy the story and
its images. 

Teachers and parents are promoting/demonstrate awareness to obtain more in-depth information
on indigenous people, culture and issues, worthiness and respect

Reflective learning approach is applied because it is typically involves looking back at something, a

past experience or idea and critically analysing the story or the event. By looking at successful and
unsuccessful aspects of an experience, reflection will help students learn from their observations
and experiences and turn surface learning into deep learning.