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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: GENEROSO G. TRINIDAD JR. _ DATE SUBMITTED: 07/21/2022

RATER: LUYENIE U. MEDRANO __ SUBJECT & GRADE LEVEL: EIM-12

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

A learner with a learning disability experiences difficulty in one or more learning domains. When a student
makes a lot of effort to comprehend yet eventually struggles with a certain set of skills. It might be a symptom
of a learning issue. DYSLEXIA is an illustration of a specific learning problem such as reading, spelling, and
writing skills are all impacted by dyslexia.
Clara needs someone to support her in her lessons and keep her attention on the tasks at hand in class. To
better understand how I will handle her in my class, I will do further study and learn more about her
impairment. I'll look into other methods of instructing her based on her impairment. In order to examine Clara's
strengths, limitations, knowledge, and skills and determine her current level of academic and functional
performance, I will also carry out a diagnostic examination. For instance, before teaching her the letter sounds
for each alphabet, she must first be able to recognize and name the letters of the alphabet. With this, I can
design engaging and effective lessons and provide her activity sheets that have been adjusted for her level.
To further assist Clara, I will make a modification or adjustment such as extending the time allotted for her
to finish a task or test or reducing the difficulty of her assignments by dividing them into smaller, less difficult
tasks. I might, for instance, let her finish three of the five AP questions. And to keep Clara on task and focused
during class, I constantly encourage and push her to keep working. She will receive a learning companion from
me (peer teaching) to help her with her seatwork.
Children who struggle with learning are more likely to have behavioral issues. Considering that having a
learning disability may cause a person to fear that they are different from their peers, which may cause them to
behave out in public or at home. Some students with exceptional disabilities intentionally act inappropriately in
order to get out of class.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 They might not have faith in their actions. It is crucial for a teacher to comprehend what is causing a student's 2
problematic behavior, for this reason. When trying to get students to stop acting out inappropriately, using
positive reinforcement to control their behavior is frequently the most effective strategy. As we are aware that
these students are dealing with a challenging situation and a disorder in and of itself, let us show compassion
for them.

I have a responsibility as a teacher to recognize the early signs and symptoms of learning problems. The right
actions can be made to assist these students if more people—especially teachers—are aware of learning
disabilities. Let's teach young people that it's normal to learn in diverse ways and that they are not only capable
of learning but also of succeeding.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: GENEROSO G. TRINIDAD JR. DATE SUBMITTED: 07/21/2022

RATER: LUYENIE U. MEDRANO __ SUBJECT & GRADE LEVEL: EIM-12

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.

MY REFLECTIONS

In this lesson exemplar, I included an explicit or direct instruction in this lesson model. A direct, organized
method of teaching is known as explicit or direct instruction. This method of instruction, in my opinion, is most
appropriate for students who struggle with learning since it is individualized instruction that enables the teacher
to meet each student's needs. Explicit teaching is appropriate way for learners with disability because they
have short attention span and they also struggle with their memory skills, that is why giving them direct
instruction and providing them many examples will help them to understand their lesson properly. Students
with special needs are more likely to learn or retain information presented in these ways. These also need
repeated practice or drill many times for them to learn new skills.

In explicit teaching, the teacher breaks up learning into smaller parts or what we call the scaffolding
technique. So in this lesson I explain my lesson through scaffolding or step by step process. Since my students
are special needs whom required modifications in their lessons. I presented a picture and video lessons and
designed the content in such a way that they could understand easily or within their level. I established the
learning objectives and the expected learning outputs at the beginning of my presentation.

As a teacher, I should always put into practice in planning my lessons to make sure that all the activities are
appropriate to the learning ability of my learners. Having a lesson plan that has been carefully constructed for
every lesson will give me confidence and will maximize my chance of having the possibility of successful
learning outcomes.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: BONG L. BAJA DATE SUBMITTED:

RATER: LUYENIE U. MEDRANO __ SUBJECT & GRADE LEVEL: UCSP- 12

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 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.

For my classroom with a presence of Indigenous students, this type of assessment promotes culture-
sensitivity, fairness, inclusivity, contextualization and is very much, with respect to how IP students must be assessed,
appropriate.

This kind of assessment is very appropriate to my classroom which has Indigenous students because it
acknowledges the culture of these learners. According to an article, Ways of teaching & engaging Aboriginal students
in an effective classroom with IP students must be culturally relevant and responsive. The assessment test reflects the
teacher’s knowledge and sensitivity to the culture of the IPs by including their own culture and vocabulary in the
assessment test. Further, the assessment also did not ask the learners to use technology to find out the roles of these
people in the community but instead, the teacher asked them to utilize the community itself and elders to provide the
answers.

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 hits two birds; one, the teacher acknowledges that not all students, specially IPs have computers or
gadgets to search for the answers, this is very much appropriate in teaching students from Indigenous Groups,
second, it involves community members which is a very strong strategy for teaching Indi genous students (Korff,
2021). This kind of assessment also, respective of the culture and the stronger presence of contextualization in our
curriculum shows that the teacher did not limit the IP learners to their own culture and vocabulary but also introduced
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. The culture and vocabulary of non-IP community and the same goes for the non-IP students in the
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.

To retrospect, we should always remember that assessment strategy must be in consonance with the
teaching strategy in order to really assess if the objectives based on the competencies prescribed by our curriculum
are being carried out in our lesson. In order to address the learning needs of our students in Indigenous Groups we
must make all the parts of our lesson culture-sensitive, inclusive and conducive for them bearing in mind that these
students are the future of our country.

References
Claypool, T. (2021). Analyzing Assessment Practices for Indigenous Students. researchgate.
Jane P. Preston,Tim R. Claypool. (2021 ). Analyzing Assessment Practices for Indigenous Students. Assessment
Practices with Indigenous Children, Youth, Families, and Communities.
Korff, J. (2021, july 13). Ways of teaching & engaging Aboriginal students. Retrieved from creativespirits:
https://www.creativespirits.info/aboriginalculture/education/teaching-aboriginal-students#:~:text=Use%20story
%20telling%20with%20visual%20cues%20in%20your,understand%2C%20due%20to%20a%20sensitivity
%20to%20feeling%20shamed.
https://region8.deped.gov.ph/2020/10/28/october-21-2020-deped-memorandum-066-s-2020-2020-
supplementary-guidelines-on-the-use-of-the-indigenous-peoples-education-program-support-fund/
https://region8.deped.gov.ph/wp-content/uploads/2020/10/DM-s2020-066.pdf
https://www.deped.gov.ph/2010/09/14/do-101-s-2010-the-alternative-learning-system-als-curriculum-for-indigenous-
peoples-ips-education/

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
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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.

YOUR ANNOTATIONS

Adapted and used culturally

appropriate teaching strategies to
address the needs of learners from
indigenous groups

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