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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: CARLOS G. FERNANDEZ DATE SUBMITTED: November 16, 2021

RATER: LUCIANO S. SANTIAGO SUBJECT & GRADE LEVEL: HGP VI-Einstein

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: Bhince Jarred is often having difficulties in understanding the lesson. He also has troubles following
instructions and skips activities when left unsupervised. He needs extra attention specially in answering his written
activity.
Action Taken: Had a conference with his parents and found out from them that he was having difficulties in
understanding the lesson. He needs to have extra attention and supervision in doing activities.

How will you modify the instructions for Liannah 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

“If there is no struggle, there is no progress.” –Frederick Douglass

Learners with special needs require appropriate care and attention when delivering the lesson and when giving
them classroom activities

A learning disorder is an information-processing problem that prevents a person from learning a skill and using it
effectively. Learning disorders generally affect people of average or above average intelligence. As a result, the
disorder appears as a gap between expected skills, based on age and intelligence, and academic performance.

Education is a profession which requires a teacher to be able to communicate with a multitude of learners on a
variety of levels. There is not a class, or learner for that matter, that is identical. Therefore, teachers must be able
to identify and help educate learners from all different types of backgrounds and at different levels. Teaching a
singular subject presents difficulties, but teaching learners with disabilities should not be one. There are three main
teaching areas that need to be focused on when teaching a learner with a learning disability. Teachers need to
focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining
appropriate behaviors in a classroom setting. In preparing the lesson we essentially keep in mind that our learners
have specific needs and abilities. We provide learning to them in a way they can fully grasp every concept.

When teaching leaners with learning disabilities it is important to know and understand the needs of all the learners
in the classroom. Ultimately, the goal for any educator is to educate all the learners in the classroom and ensure
that appropriate accommodations are being made for learners with disabilities. By utilizing these skills in reading,
writing, and classroom management, an educator will be able to help all learners be successful.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 3

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: 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.

YOUR ANNOTATIONS

This tool was developed through the Philippine National

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

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: 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 #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.

h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set

Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers

YOUR REFLECTIONS

This tool was developed through the Philippine National

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

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: CARLOS G. FERNANDEZ DATE SUBMITTED: MAY 25, 2022

RATER: LUCIANO S. SANTIAGO SUBJECT & GRADE LEVEL: ARALING PANLIPUNAN VI-Einstein

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.

YOUR ANNOTATIONS

One of the main features of the K to 12 program is the delivery of lessons through contextualization and
localization. Section 10.2 of the Implementing Rules and Regulations (IRR) of Republic Act (RA) 10533 states
that “Curriculum shall be contextualized and be flexible enough to enable and allow schools to localize and
enhance the curriculum based on their respective educational and social contexts”.

The localization of the curriculum can allow learning to become more meaningful and relevant. It supports
policy formulation and standard setting for reform of the curriculum and the impact of this on teacher skills and
knowledge. Localization will involve the use of local materials both as the subject and object of instruction.
Localization will also involve making the local culture an integral part of the curriculum.

The concept of localization and contextualization falls on the idea that students learned best when
experienced in the classroom have meanings and relevance in their lives. Things students do and associated with
them are the learning that lasts forever. Applying the rule for learning by doing, applied to learn, and manipulative
learning is also a must in executing localization and contextualization in teaching. If students were put in an actual
learning environment letting them manipulate, relate, and adapt to various learning opportunities and resources
available within the locality or community, profound learning will be assured and realized. It helps teachers and
students comprehend concepts by relating and presenting a lesson in the context of the prevailing local
environment, culture, and resources. Hence, lessons are becoming more real-life, customized, and appropriate.
But, we have to keep in mind that not all lessons in Araling Panlipunan (Social Studies) can be localized
and contextualized. Teachers should not compromise the concept and content of the lesson just for the sake of
making contextualized and localized version of it. Learning standards and competencies should always precede
contextualization and localization. In some instances, localization and contextualization defeat the goals of the
lessons due to concepts and contents that were overtly localized and contextualized, resulting to mislead and
overdue lesson.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 8
Nonetheless, teachers should be adaptive and creative in using localization and contextualization in
teaching. Such principles were made and adapted in the academe to make the curriculum responds, conforms,
reflects, and be flexible to the needs of the learners, especially the 21st-century learners who need to be holistically
and skillfully developed. Yes, it is true that sometimes we understand more the concepts by relating them to ideas
that we can easily comprehend, appreciate, and relate in our lives, but the standards of quality and relevant
education should always be considered all the times and should not be compromised just for the sake of the
localized and contextualized lesson.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 9

This tool was developed through the Philippine National

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