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TRF10 With Ans.
TRF10 With Ans.
OBJECTIVE 10
The task given to the students is to research the roles of the given workers in the
community by asking their parents or anyone with knowledge of the roles. It is divided
into 2 sets. The Set A used the terms which are familiar to the modern community,
while the Set B used terms that are familiar in the older or indigenous community.
The type of assessment given also develops students' HOTs or Higher Order Thinking
Skills in my class. According to various articles, in order for the students in the
Indigenous Group to thrive a teacher must set a high standard for them and expect
them to succeed. The assessment shows that the teacher expects everyone to explain
the roles they will gather and that is developing the reasoning ability and critical
thinking of not only the IP students but all of the students in class.
As a teacher, we sometimes forget that there are IP students who are in the mainstream
class who need a unique approach of teaching and assessment. This shows in many
research studies that tell us that the needs of these children are not being addressed.
However, there are revolutionary movements for Indigenous People especially in the
Basic Education. Our curriculum advocates inclusivity, fairness, and culture-sensitivity to
all students and to the groups they belong (DO 32, S. 2015, DO 72, s. 2009, DO 101, S.
2010).
The Assessment given as an example in this reflection form is one way of showing us
how to provide a proper and valid assessment test to all our students irrespective of
their community groups. It also shows how different the IP students may look at things
and concepts learned in school. For the IPs, the elders and community are very
fundamental to their existence and therefore, for the teaching instruction and
assessment to be successful for this type of learners, the tasks of the learners must
allow them to function in society and enable them to utilize their own culture and
environment.