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RPMS SY 2024-2035

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 #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.

YOUR REFLECTIONS

After several observation on Ciara’s condition during class discussion, I requested a meeting with the
parent through the help of the adviser. I found out that Ciara was suffering from dyslexia since childhood that
made her shy and insecured from her classmates. Dyslexia is a learning difficulty that impairs a person's ability
to read and write. Dyslexia involves the ways that the brain processes graphic symbols and the sounds of words.
It commonly affects word recognition, spelling, and the ability to match letters to sounds.
(https://www.medicalnewstoday.com)

I made several research about dyslexia and how to deal with them in the classroom just to make sure that
Ciara would not be left behind. As recommended by the International Dyslexia Association, a Structure Literacy
Approach can help teachers like me in teaching students with this kind of disorder. By using a structured literacy
approach, it will make sure that all of our lessons are systematic and cumulative. It will make Ciara rely on the
materials being presented to her in a logical order, starting with the simplest concepts and working her way up to
more challenging concepts. This way, I will encourage her confidence in her capacity to learn new topics by
allowing her to master subjects and gradually building on the skills she will acquire. A structured literacy method
also includes explicit instruction, where I can interact with her constantly to make sure all educational concepts
are conveyed in a way that is both clear and achievable.

Another strategy is to have an inclusive classroom which is essential for assisting children with dyslexia,
Probably, it can also implement a range of modifications to help Ciara feel more engaged in her studies. For
example, simplifying and repeating written directions and stressing essential information. And most importantly,
I will have a heart-to-heart talk with Ciara and encourage her that her condition should not be a hindrance in
pursuing her dreams.

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

I decided to use SET B of the needed MOV for Objective 9. I've included my COT 1 and COT 2 rating sheets here.
On indicator 8, "developed, adapted, and implemented teaching strategies that are sensitive to learners with
disabilities, giftedness, and skills," I received a score of 7 out of 10. Differentiated activities are catered to in the
activities offered. Since no recognized learners with disabilities are present, I have also attached teacher
reflection forms. This corresponds to a rating of 5 (Outstanding) on the IPCRF Rating Sheet.

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.

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

YOUR REFLECTIONS

Indigenous Peoples are distinct social and cultural groups that share collective ancestral ties to the lands
and natural resources where they live, occupy or from which they have been displaced. The land and natural
resources on which they depend are inextricably linked to their identities, cultures, livelihoods, as well as their
physical and spiritual well-being. (https://www.worldbank.org/en/topic/indigenouspeoples)

It is a must for teachers like me to treat everyone in my class fairly, that includes members of the
indigenous group. I would let them feel that everyone will be graded according to their efforts and what they
know. To do this, they will be given options to choose from. Exam fairness might mean the difference between
students receiving the grades they merit and receiving a grade that does not accurately represent their knowledge
and abilities. The IP may realize the fairness of my class upon seeing the exam that includes their culture to
choose from.

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: 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) EducationPolicy
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

I decided to use SET B of the needed MOV for Objective 10. I've included my Inter-Observer Agreement
Sheets for COTs 1 and 2, on which I scored 7 on the indication "Used culturally relevant teaching practices to meet
the needs of students from indigenous communities." Since there are no identifying students from an indigenous
group, I've attached Teacher Reflection Forms (TRF).

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