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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: KRYSSTEL MAE S. DE LA CRUZ _ DATE SUBMITTED:

RATER: __ SUBJECT & GRADE LEVEL: FILIPINO-GRADE 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 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

When I learned that Clara had a learning problem, I immediately modified my classroom
management to provide accommodations for her. She would sit in the front seat, where I could
immediately direct her instructions and keep an eye on her during class.

Clara's actions are consistent with attention deficit hyperactivity disorder (ADHD), where kids frequently
struggle to sit still, stay focused, listen to instructions, keep organized, and finish their assignments.

I would make my directions clear, concise, and simple to follow in order to facilitate learning. I would
also wait for her to have some ideas before encouraging her to express them. I would keep an eye on her
throughout the task to make sure she completed it as best I could.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 2

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Sample Made by DepEdClick _ 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 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.

I. OBJECTIVES 1. Identify the different properties of matter that can help you determine
whether it is harmful or useful.
2. Enumerate useful and harmful materials at home and in school.
3. Differentiate useful from harmful materials.
A. Content Standards Properties of materials to determine whether they are useful or harmful
B. Performance Standards Uses local, recyclable solid and/or liquid materials in making useful products
C. Most Essential Learning Use the properties of materials whether they are useful or harmful
Competencies( MELC
)
D. Enabling Competencies N/A
II. CONTENT Recognizing Useful and Harmful Materials
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide Pages TG week 1&2
b. Learner’s Materials Pages LM week 1&2
c. Textbook Pages Science Beyond Borders, Cyber Science 5
d. Additional Materials from Science Grade 5
Learning Resources PIVOT IV-A Learner’s Material
First Quarter
First Edition, 2020
B. List of Learning MELCs and BOW, Modules in Science 5
Resources for
Development and
Engagement Activities
IV PROCEDURES
A. Introduction Directions: Determine which of the activities below is desirable or harmful.
Write D if desirable or H if harmful.

____1. Placing the biodegradable wastes in the compost pit

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 3
____2. Smelling the fumes exhausted by cars
____3. Using broken glass to cut paper
____4. Covering the textbook with acetate
____5. Burning plastic bottles

Directions: The pictures in Column I are materials you commonly see at

home or in school. Match the image of materials listed in Column I with
their usefulness/harmfulness in Column II.

*Annotation: Using these simple tests will let the teacher the prior
knowledge of the students and identify those who are advanced, gifted, or
talented.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4
B. Development

*Annotation: These tests will let the gifted learners classify the useful and
harmful materials which is obviously simply for them. The follow-up
questions will then allow them to reason out their answers as the teacher
gauge them based on how they think and deliver.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 5
C. Engagement

*Annotation: Constructing sentences based on the materials they listed will

let them justify their answers.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 6

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: KRYSSTEL MAE S. DE LA CRUZ _ DATE SUBMITTED:

RATER: __ SUBJECT & GRADE LEVEL: FILIPINO- GRADE 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

I think the provided assessment activity will address the cultural diversity of the students in the classroom
given that the teaching technique should be culturally acceptable for the learners from indigenous cultures.

The exercise will foster a sense of equality among the students in the group. Additionally, it will give
indigenous learners a way to celebrate their heritage and promote the value of their groups' community
roles. This is a very good illustration of inclusive education.

If there are various indigenous groups, just adding more alternatives to the assessment is appropriate.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Sample Made by DepEdClick _ 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 #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 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.

I. LAYUNIN  Makapagbahagi ng karanasan o saloobin

A. Pamantayang Pangnilalaman
 Makapagbigay ng halimbawa ng paraan kung paano magpahayag ng saloobin
 Mapahalagahan ang aralin sa pagpapahayag ng sariling saloobin
Naipamamalas ang pag-unawa sa kahalagahan ng pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at pagganap ng anumang gawain na may kinalaman sa
sarili at sa pamilyang kinabibilangan

B. Pamantayan sa pagganap Naisasagawa ang mga kilos,gawain at pahayag na may kabutihan at katotohanan
C. Mga Kasanayan sa Pagkakatuto 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng:
7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong pamilya, at iba pa
EsP5PKP –Ih -35
D. Pinakamahalagang Kasanayan sa 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng:
Pagkakatuto (MELC) 7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong pamilya, at iba pa
EsP5PKP –Ih -35
E. Pagpapaganang Kasanayan
II. NILALAMAN Pagpapahayag ng Saloobin
III. KAGAMITANG PANTURO
IV. PAMAMARAAN

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 8
A. Panimula

*Annotation: The words used are acceptable for all learners. The words
will not, in any way, harm the beliefs of the IP’s learners.

B. Pagpapaunlad Kaya mo bang ipahayag ang nais sabihin? Naglalakas loob ka bang
punahin ang mga maling ginagawa ng iba?
Ang pagpapahayag ng saloobin ay ang pagsasabi ng iyong totoong
naiisip at nararamdaman. Ito ay ang iyong mga puna sa sarili at sa iba na
dapat maipalam. Layunin ng pagpapahayag ang makatulong upang
makapagbigay linaw sa kaisipan, malaman ang katotohanan, makatulong
sa paglutas ng mga suliranin at makatulong sa pagbabago ng tao tungo sa
pagiging mas mabuti.
Sa kabilang banda, madalas ay ayaw ng mga tao na napagsasabihan.
Karamihan ay nagagalit o kaya ay nagdaramdam kapag may punang
binanggit tungkol sa kanila. Dahil dito, may ilang ayaw na ring
magpahayag ng saloobin o damdamin sa takot na baka sila pa ang
magmukhang masama.
Ikaw, magsasabi ka pa rin ng saloobin o hihinto na rin? Kung ikaw
ang pagsasabihan ng iba, paano mo ito tatanggapin?
Narito ang mga dapat mong tandaan sa pagpapahayag ng iyong
saloobin:
magkaroon ng mabuting hangarin sa pagpapahayag
pag-isipan munang mabuti ang sasabihin
alamin muna ang katotohanan bago magsalita
maging magalang sa kausap at ipakita ang respeto
maging marahan sa pananalita upang hindi makasakit

Kung ikaw naman ang tatanggap ng opinyon o puna ng iba,

kinakailangan mong:
maging bukas ang puso at isipan sa pagtanggap
ipakita ang paggalang sa kausap
pag-isipan kung totoo ang puna o pahayag
magpasalamat sa puna o payo
gamitin ang puna upang makapagbago

Minsan ay masakit marinig ang katotohanan subalit kailangan mong

magpakatatag. Mahirap man na punahin mo ang iba dahil baka maging
simula ito ng hindi pagkakaunawaan, kailangang magawa mo ito ng
maayos at maipaunawa. Pinakamahalagang maging tapat at totoo.
Maliban sa mga nabanggit, may naiisip ka pa bang maidaragdag sa
mga ito? Gawin ang gawain sa ibaba.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 9

*Annotation: This activity will allow all learners to freely express their
thoughts and feelings on the subject matter and even add more.
C. Pakikipagpalihan Naranasan mo na bang magpahayag ng puna o makatanggap ng saloobin
ng iba? Ano ang iyong ginawa?

*Annotation: This will allow learners from indigenous groups to share

their personal experiences with the class.

D. Paglalapat Laging atandaan na kaya ka nagpapahayag ng saloobin ay dahil

gusto mong makatulong upang magbago ang isang tao. Siguruhing ikaw
ay may paggalang o respeto habang sinasabi mo sa iba ang iyong opinyon o
ideya.
Gawain sa Pagkatuto Bilang 6: Sagutin ang mga sumusunod ayon sa iyong
natutuhan sa araling ito. Isulat ang letra ng sagot sa iyong kuwaderno.
1. Ito ay ang pagsasabi ng iyong totoong naiisip at nararamdaman.
A. pagpapahayag ng saloobin C. pagrereklamo sa iba
B. pakikipag-away sa iba D. pagiging madaldal
2. Ang mga sumusunod ay pagpapakita ng tamang pagpapahayag ng
saloobin, MALIBAN sa _____
A. pag-isipan munang mabuti ang sasabihin
B. alamin muna ang katotohanan bago magsalita
C. maging magalang sa kausap at ipakita ang respeto
D. maging marahas sa pananalita upang hindi makasakit
3. Kapag ikaw ay tatanggap ng puna mula sa iba, dapat na _____
A. gamitin ang puna upang makapagbago
B. ipakita ang paggalang sa kausap
C. magpasalamat sa puna o payo
D. lahat ng nabanggit
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 1
4. Nagalit si Kim ng bigyan ng payo ni Arianne na iwasan ang pagsasalita
ng masama o pagmumura. Ang ginawa ni Kim ay _____
A. tama B. mali C. okay lang D. maayos
5. Pinakamahalaga sa pagpapahayag ng saloobin ang maging _____
A. tapat at totoo C. mapagkunwari
B. mapanakit D. malihim at tahimik

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government