RPMS SY

2021-2022

TEACHER
REFLECTION FORM (TRF)
TEACHER
I-III
TEACHER: YOUR NAME HERE DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL: GRADE 8 I ENGLISH

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.

Based on the scenario given, Clara is suffering from Attention Deficit

Hyperactivity Disorder (ADHD) (Types of Learning Disabilities: Discover 10
Common Learning Disabilities, 2022). Clara would likely to become attention
seeking in class, unable to focus, unable to accomplish complex learning goals,
hyperactive, and unable to follow instructions. Clara’s attention span would be very
short.
In order to cater and deliver quality instruction to students with Learning
Disability, particularly ADHD like Clara, teaching strategies must also be suited to
their learning needs. Assuming that Clara is in my English 8 class, here are some
adjustments I would make in my instruction so that Clara can learn just like the rest
of the students:
Classroom Management. Before the start of the lesson, I would see to it that
Clara is seated away from the things that might distract her like windows, doors and
other displays in the classroom. She is already struggling to focus, so any distractions
in the classroom should be away from her. I would seat her in the middle, and if
possible, near me so that I can keep an eye on her, this will compel Clara to slightly
focus on class. I would also explain the rules and expected behavior in class and the
consequences if rules are not followed. Clara will also be rewarded by her positive
behaviors and get consequences for not following the rules. According to an article 8
Simple School Strategies for Students With ADHD, students with ADHD gets
benefit from reward and punishment reinforcement.
Lesson Delivery. My lesson must be presented in simple language, and if
possible be presented in charts, graphs, pictures, or other illustration to facilitate her
understanding of the concept. All the important concepts must also be given time
early on the lesson, this calls for inductive approach of lesson delivery. Clara’s
 Lesson Delivery. My lesson must be presented in simple language, and if
possible be presented in charts, graphs, pictures, or other illustrations to facilitate her
understanding of the concept. All the important concepts must also be given time
early on the lesson, this calls for inductive approach of lesson delivery. Clara’s
attention span would be so short, that is why it is important that she perform skills or
learn concepts in the onset of the lesson, before she loses interest and focus
altogether.
Likewise, this is however true to all, information or concepts of the lesson must be in
chunk so that they can absorb it, most especially Clara. Complex concepts must be
divided into small learning concepts to ensure that students like Clara can still
understand it.
Grammar Practice. In drills and Grammar Practice, Clara will be given drills and
practice sheets with gradual difficulty. This will help capture the interest and attention
of Clara because she will perform an activity that she can accomplish and understand.
Instructions would also be repeated because Clara would likely forget the instructions
on the practice.
In performance activities, I would use graphic organizer to chart the step-by-
step method of activity. Students with ADHD often lose interest in activities when
unsupervised or loses their focus, by guiding them with visuals as instruction in the
activity, students like Clara would be reinforced to do the activity because they have
visuals to follow, and I would also constantly monitor and give her extra attention.
Clara will also not be forced to answer questions which needed long verbal explanation
so as not to embarrass or demotivate her. In English, students are asked to explain
their answers to develop Language ability, Clara would be exempted to this but will
find other ways to allow her to speak and develop oral language abilities.
I would also give Clara a constant Feedback on her activity to motivate her even more
to give attention to her learning tasks.
DepEd provides an equal opportunity for learning to Children with Disability or
what we call Inclusive Education, “DO 72, s. 2009-Inclusive Education as Strategy for
Increasing Participation Rate of Children”. As a teacher, I recognize my immense
responsibility in providing quality and equal opportunity of learning to students with
disabilities. By providing a suitable lesson delivery, I would ensure that students like
Clara would be allowed to have access to equal and quality learning experiences in my
class.
 References

BIBLIOGRAPHY Brooks, J. O. (n.d.). Effective Strategies for Teaching Students with

ADHD. Retrieved from ld resources: https://www.ldrfa.org/tips-and-strategies-to-
help-students-with-adhd-succeed/
Low, K. (2020, june). erywellmind. Retrieved from 8 Simple School Strategies for
Students With ADHD: https://www.verywellmind.com/help-for-students-with-
adhd-20538
Margaret Spellings, John H. Hager,Alexa Posny ,Louis Danielson. (2006). Teaching
Children with Attention Deficit Hyperactivity Disorder: instructional Strategies and
Practices . Washington, D.C: U.S. Department of Education Contract.
Types of Learning Disabilities: Discover 10 Common Learning Disabilities. (2022).
Retrieved from lmshero.
 RPMS SY
2021-2022

TEACHER
REFLECTION FORM (TRF)
TEACHER
I-III

TEACHER: YOUR NAME HERE 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
Prepared theby:
appropriateness of the activity to your learners. Write your response in this form.

Directions:
YOUR NAME For your assessment, research on the following roles in your community by asking your parents or
anyone
Applicantknowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.
with

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

The task given to the students is to research on 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 an effective classroom with IP
students must be culturally relevant and responsive. The assessmet test reflects the teacher’s
knowledge and sensitivity to the culture of the IPs by including their own culture and
vocabulary in the assessmet test. Further, the assessment also did not ask the learners to use
technology to find out the roles of these people in community but instead, the teacher asked
them to utilize the community itself and elders to provide the answers. This hits two birds;
one, the teacher acknowledges that not all students, specially IPs have computers or gadgets
the community itself and elders to provide the answers. 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 memebers which is a very strong
strategy for teaching Indigenous students (Korff, 2021). This kind of assessment also,
repective 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 culture and vocabulary of non-IP community
and the same goes for the non-IP students in the class.
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 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 to (DO 32, S. 2015,
DO 72, s. 2009, DO 101, S. 2010).
The Assesment given as 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
asessment to be successful for this type of learners, the tasks of the leaners must
allow them to function in society and enabled them to utilize their own culture and
environement.
To retrospect, we should always remember that assessment strategy must be
inconsonance 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 a 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/

Prepared by:

YOUR NAME
Applicant