RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: KRIZEL A. MANGANDI
DATE SUBMITTED: ________________
RATER: JONATHAN M. TUAZON
SUBJECT & GRADE LEVEL: ARAL.PAN. 7
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
1. mayor
2. councilors
3. medical officers
Set B
1. datu/chieftain
2. community elders
3. healers
YOUR REFLECTIONS
Indigenous Peoples are distinct social and cultural groups with collective ancestral
ties to the lands and natural resources on which they live, occupy, or have been displaced.
Their identities, cultures, livelihoods, and physical and spiritual well-being are inextricably
linked to the land and natural resources on which they rely.
Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs) are defined by
Republic Act No. 8371 otherwise known as The Indigenous Peoples Rights Act of 1997 as
a group of people or homogeneous societies who have continuously lived as an organized
community on communally bounded and defined territory, and who have, under claims of
ownership since time immemorial, occupied, possessed, and utilized such territories,
sharing common bonds of language, customs, traditions, and other cultural practices.
Aside from their community intellectual rights where ICCs/IPs have the right to
practice and revitalize their own cultural traditions and customs, they also have the right to
Indigenous Knowledge Systems and Practices and to Develop own Sciences and
Technologies. As a basis, ICCs/IPs are entitled to complete ownership, control, and
protection of their cultural and intellectual property. They shall have the right to take special
measures to control, develop, and protect their sciences, technologies, and cultural
manifestations, including indigenous knowledge systems and practices, as well as oral
traditions, literature, designs, and visual and performing arts.
This tool was developed through the Philippine National Research Center for
Teacher Quality (RCTQ) with support from the Australian Government
The Philippine educational system’s neo-colonial background creates injustice on some
cultural minorities who can attend school. The right to Education is internationally and
globally recognized to bring about changes in the world and among individuals. It is a right
not only of those who can afford to pay for a good education but by anyone regardless of
the language or religion, whatever the color of skin and circumstances of birth or social
origin, notwithstanding opinions, political inclinations, and economic condition.
Numerous laws, statutes, and policies were forged to make Education accessible to
vulnerable groups such as the IPs. This indicates that the Philippines is aware of the needs
of its marginalized communities and are creating policies that are responsive to it,
especially in the aspect of social rights, with the right to Education being among it. IPs are
significant groups of people in communities. When properly “recognized” and given positive
attention through holistic Education, they could be useful toward national development.
This historical definition of “indigenous” prompted institutions to implement policies that will
protect the rights of IPs and ensure that their culture and traditions are preserved. The
integrity of this protection, however, at times, remains to be questionable as they are
constantly challenged by adapting to mainstream culture.
It further recognizes the state’s obligations to ensure the continuity of the unique cultural
expression of IPs/ICCs by assuring their full participation in the activities and endeavors
toward health, education, and other areas of services making them responsive to the
demands of their unique communities. The concern of IP education is both global and
international in scope. IPs are mostly deprived of access to quality education. The current
curriculum of education programs is incapable of addressing the special needs of the
IPs/ICCs. Despite the reality that very few Indigenous students can do well in the education
methods that do not consider the uniqueness of Indigenous culture, the system of
Education still assumes universality of application, disregarding the distinctive nature of IP
students’ cultural orientation and social experiences.
This tool was developed through the Philippine National Research Center for
Teacher Quality (RCTQ) with support from the Australian Government
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: KRIZEL A. MANGANDI
DATE SUBMITTED: ________________
RATER: JONATHAN M. TUAZON
SUBJECT & GRADE LEVEL: ARAL.PAN. 7
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 REFLECTIONS
E. Paglinang sa Kabihasnan
G. Paglalapat ng Aralin
ACTGrikultura o SINGkultura
a. Hahatiin ang klase sa dalawang pangkat.
b. Ang bawat pangkat ay pipili at magpapakita ng
kahalagahan ng agrikutura sa Sitio Mapita sa
pamamagitan ng role play o pagkanta.
c. Bibigyan ng grado ang bawat pangkat sa
pamamagitan ng paggamit ng rubrics.
Paano nakatutulong ang agrikultura sa pamumuhay ng
tao sa komunidad ng Mapita?
Bakit mahalagang sektor ng ekonomiya ang agrikultura sa
Mapita?
The language, religion, culture and tradition of Indigenous Peoples such as Bago, Kankanaey and
Ibaloi of Sitio Mapita in Barangay Laoag, Aguilar, Pangasinan were incorporated in the lesson about
“Sektor ng Agrikultura” as part of localizing, indigenizing and strengthening the K to 12 Curriculum.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
Republic of the Philippines
Department of Education
Region I
Schools Division OFFICE 1 PANGASINAN
ENRICO T. PRADO NATIONAL HIGH SCHOOL
Buer, Aguilar, Pangasinan
May 25, 2022
CERTIFICATION
This is to certify that GRADE 7- RUBY under the advisory of MRS. PRESCY
V. ROSARIO has no enrolled students with disability, giftedness and/or talents this
School Year 2021-2022. Likewise, the section has no enrolled students from
indigenous groups.
CRISTOBAL P. CRISTOBAL, PhD
School Principal IV