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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
DESIREE S. NUNEZ
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
JOVENIER B. PAGHUNASAN
RATER: _________________________________________ TLE 6
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
Children with learning disabilities need some additional support and
modifications in their as well as in the type of activities they do. To keep
Clara focus on classroom activities I tend to teach her concept in different
ways and have the opportunity to practice it many times in order to learn
and remember it I will be as concrete as possible in teaching . I will
demonstrate my instructions in addition to giving verbal directions, By
using Hands-on learning activities she will be using all her senses that will
definitely help her learn and retain information better. Afterwards by
providing immediate feedback it will help me make a good connection to
my pupil. Lastly I will have regularly exchange of information with the
parents and work with them to meet the needs of my pupil with learning
disability.
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 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
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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
DESIREE S. NUNEZ
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
JOVENIER B. PAGHUNASAN
RATER: _________________________________________ TLE 6
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
IPs are entitled to a well-rounded education. Education that reflects their
shared values, feelings, principles and general ideas. Education that not only
common students can access but also IPs students. In the given
situation, I believe the teacher was prepared to give thorough
consideration to the five students. The teacher is student-centered
and gave differentiated instructions in which learners had choices to choose
from in the assessment he/she gave. I believe that in this assessment there
was equality for all students and the teacher has been sensitive to the
students he/she handled. In this scenario, we are taught to be compassionate
and caring, to reflect on our ideas about people from other cultures, to
reflect on our own cultural frames of reference, and to be
knowledgeable about other cultures of our students. As a teacher, we must be
aware of our students' backgrounds, whether they are from common or Ips
student, so that we can meet their needs and ensure that they all have access
to the quality of education we provide. We should recognize the importance of
including students' cultural references in all aspects of learning.
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) 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
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
