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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 #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.
Learning disability means that a learner has difficulty in one or more areas of learning. When a
How willtry
learner youhard
modify the instructions
to understand and for
stillClara to keep
struggle herafocus
with on classroom
specific activities?
set of skills Write
over time, it your
couldreflections
be a signin this
form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.
of a learning disorder. One example of specific learning disability is dyslexia. Dyslexia is a learning
disorder that affects the ability to read, spell, and write. YOUR REFLECTIONS
In order to help Clara in her lessons and help her focus on her classroom activities, I will research
and learn more about her disability to understand how I will manage her in my class. I will research
teaching strategies on how to teach her based on her disability. I will also conduct a diagnostic
assessment so that I can evaluate Clara’s strengths, weaknesses, knowledge and skills to established
Clara’s present level of academic and functional performance. For instance in her Reading ability, she
must recognize and name the letters of the alphabet first before teaching her the letter sounds of each
alphabet. With this, I can plan meaningful and efficient instruction and can provide her modified
activity sheets suited to h
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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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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 #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
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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 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMT #2
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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
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