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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: VERONICA A. ALEJADO DATE SUBMITTED: MAY 2, 2022

RATER: MYLENE M. CRUZ SUBJECT & GRADE LEVEL: MATHEMATICS 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 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.

MY REFLECTIONS

Every time I taught Mathematics for my grade 8 class, my student named Clara is often seen
restless or unfocused in the class. At the time that I found out Clara that she has troubles in following
instructions and skips activities when left unsupervised, I started to make and write observations about
her.

With all these observations, I made a conference with her mother and found out that Clara was
diagnosed with a learning disability called DYSCALCULIA.
According to Idaamerica.org, a learning disability is defined by the Department of Health as a
“significant reduced ability to understand new or complex information, to learn new skills (impaired
intelligence), with a reduced ability to cope independently (impaired social functioning), which started
before adulthood.

Based on my researches, Dyscalculia is a math learning disability that impairs an individual’s

ability to learn number-related concepts, perform accurate math calculations, reason and problem
solve, and perform other basic math skills. 1 Dyscalculia is sometimes called “number dyslexia” or “math
dyslexia.” Dyscalculia frequently co-occurs with dyslexia, the learning disability in reading.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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Dyscalculia is present in about 11% of children with ADHD (Attention Deficit Hyperactivity
Disorder) or a disorder that includes difficulty staying focused and paying attention, controlling behavior
and hyperactivity. “Students and adults with dyscalculia find math puzzling, frustrating, and difficult to
learn,” says Glynis Hannell, a family psychologist and author of Dyscalculia: Action Plans for Successful
Learning in Mathematics (#CommissionsEarned). “Their brains need more teaching, more targeted
learning experiences, and more practice to develop these networks.

As I further browse the internet at https://www.additudemag.com/, all my observations of Clara are

the symptoms of having a learning disability called Dyscalculia. In order to accommodate her in the
classroom without being discriminated and being deprived in her rights to education, she needs to be
allowed more time on assignments and tests, allowing the use of calculators, adjusting the difficulty of the
task, separating complicated problems into smaller steps, using posters to remind her to basic math
concepts, tutoring to target core, foundational skills, and providing supplemental information via computer-
based and hand-outs.
So, to cater the needs of Clara to basic education, particularly in her difficulty toward Mathematics,
I had to design my lesson plan by giving some activities in which she can participate and perform willingly
and can focused in her study.
First, I had to make adjustments of the tasks for her that is simple and easy to follow. Second, if
calculator is applicable to be used in the lesson then, I have to allow her so that she can also give her own
answers. Then I have to use visuals and other manipulative materials that could help her perform her
tasks, and provide supplemental materials and hand-outs for her to practice during free time. Lastly, I
have to provide class activities where she can interact with her classmates and to her teacher as well, like
group activities such as tutor-tutee, coach and player, games and many more. Most of all, I should have to
give her more time to complete her tasks so that she still can submit the necessary outputs like the other
students.

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

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

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

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
 8

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
 10

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 11

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
 12

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 13

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: VERONICA A. ALEJADO DATE SUBMITTED: May 2, 2022

RATER: MYLENE M. CRUZ SUBJECT & GRADE LEVEL: Mathematics 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 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
 14

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 15

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: VERONICA A. ALEJADO DATE SUBMITTED: May 2, 2022

RATER: MYLENE M. CRUZ SUBJECT & GRADE LEVEL: Mathematics 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

MY REFLECTIONS

The Philippines is a culturally diverse country with an estimated 14-17 million Indigenous
Peoples (IPs) belonging to 110 ethno-linguistic groups. They are mainly concentrated in Northern
Luzon (Cordillera Administrative Region, 33%) and Mindanao (61%), with some groups in the
Visayas area. Many IP communities continue to lack access to decent basic social services; they have
limited opportunities to engage in the mainstream economy, and suffer social, economic, and political
exclusion marginalization. A major factor contributing to their disadvantaged position is the lack of
access to culture-responsive basic education. The Philippine Constitution, in recognition of this
diversity and under the framework of national unity and development, mandates state recognition,
protection, promotion, and fulfillment of the rights of Indigenous Peoples.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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Republic Act 8371, also known as the “Indigenous Peoples Rights Act” (1997, IPRA),
recognize, protect and promote the rights of Indigenous Cultural Communities/Indigenous Peoples,
creating a National Commission on Indigenous Peoples, establishing implementing mechanisms,
appropriating funds therefor, and for other purposes.

Sections of this act state that, the State shall recognize, respect and protect the rights of
ICCs/IPs to preserve and develop their cultures, traditions and institutions. The ICCs/IPs regardless of
sex, shall equally enjoy the full measure of human rights and freedoms without distinction or
discrimination; protect their rights and guarantee respect for their cultural integrity, and to ensure that
members of the ICCs/IPs benefit on an equal footing from the rights and opportunities which national
laws and regulations grant to other members of the population; and recognizes its obligations to
respond to the strong expression of the ICCs/IPs for cultural integrity by assuring maximum ICC/IP
participation in the direction of education, health, as well as other services.

DO 62, S. 2011 “ADOPTING THE NATIONAL INDIGENOUS PEOPLES (IP) EDUCATION

POLICY FRAMEWORK” is a policy framework intended to be an instrument for promoting shared
accountability, continuous dialogue, engagement, and partnership among government, IP
communities, civil society, and other education stakeholders. DepEd urges the strengthening of its
policy on IP education and develop and implement an IP Education Program.

Another DO 32, S. 2015 “ADOPTING THE INDIGENOUS PEOPLES EDUCATION

CURRICULUM FRAMEWORK” recognizes the right of indigenous peoples to basic education that is
culturally rooted and responsive. The IPEd Curriculum Framework seeks to provide guidance to
schools and other education programs, both public and private, as they engage with indigenous
communities in localizing, indigenizing, and enhancing the K to 12 Curriculum based on their
respective educational and social contexts.

To maintain sustainable community engagement which guarantees the meaningful participation

of indigenous communities in the inclusion of their Indigenous Knowledge Systems and Practices
(IKSPs) and Indigenous Learning Systems (ILS) in the Basic Education Curriculum, and as a support in
the abovementioned Republic Act and Deped Orders, teachers had a big responsibility to fulfill what
the IP’s have dreamed of.

As a reflection to the assessment stated in objective 10, prompt #1, giving and designing
activities for different groups of people is very much appropriate and necessary. As educators, it is very
much important that we also know the cultures and traditions of our IP learners so that it would not be
difficult for us to design classroom activities which are applicable in there locality. For me, I should
have to adapt and used appropriate teaching strategies to address the needs of learners from
indigenous groups. Knowing that I have 5 learners which belongs to IP group, then it is very much
needed that I have to design my lesson plan suitable to the learning needs of different groups. Include
in the lesson some activities which are not only for common group of people but also for the IP group.
Similar to the assessment activity as stated in this form, I also have to consider the cultures and
traditions of the group, and give them the equal opportunity to learn, study, investigate, perform, and
participate in different activities without being discriminated by others.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 17

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 #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.

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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 19

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
 20

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