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 #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 REFLECTION A teacher is responsible to find out and discover some ways to be used on how to cater every learner that has special needs. Teachers assist students to aspire to become productive members of society and contribute to the public good. In collaboration with the parents, teachers are responsible for each student to achieve his/her amazing, genius potential. Learning disabilities or learning disorders are umbrella terms for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation and kids with learning disabilities aren’t lazy or dumb. Most are just as smart as everyone else. Their brains are simply wired differently—and this difference affects how they receive and process information. They just need to be taught in ways that are tailored to their unique learning styles. Simply put, learners with learning disabilities see, hear, touch, and understand things differently. This can lead to trouble with learning new information and skills and putting them to use. On the other hand, the most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking. And children with learning disabilities like these need some additional support modifications in their environment, as well as in the type of activities they do. RPMS SY 2021-2022 TEACHER REFLECTION FORM (TRF) TEACHER I-III From the given scenario above, to keep Clara focused on classroom activities, I will supervise to teach her concept in different ways to understand the given instructions and be able to answer each item in the activity. I will also give her ample chance to practice understanding and remember it. I will be as specific as possible while instructing and teaching. Then, by providing hands-on learning activities, she will be using all her senses which will help her learn and retain pieces of information effectively. Afterward, by providing immediate feedback it may help me update the condition and performance of Clara and be a way to establish a solid connection with both parent and pupil. As a result, I will communicate with her parent on a frequent basis and collaborate with them to fulfill my pupil’s needs (Clara) with a learning disability. Being a teacher of a learner who was diagnosed with a learning disability is a challenging one. As we all know, a pupil with a learning disability is hard to handle than the normal pupils in our class. However, if we, as a teacher, are determined to do our best, we can cater and fulfill their needs for them to succeed. YOUR REFLECTION If Clara is my student, I will promote the least restrictive environment to combine settings that involve Clara with regular classroom and school programs as much as possible. There are various options for changing exams in ways that are fair while also taking into account how busy teachers are. One option is to argue traditional assignments or tests with portfolios, which are collections of a pupils work that show their growth over time and frequently include reflective or evaluative remarks from the pupils, the teacher, or both. Another option is to design a method for observing the pupil often, even for a few minutes, and to take informal notes about the observations for subsequent review and assessment. Also, enlisting the assistance of teacher assistants, who are often there to assist with a handicap, an assistant may usually complete a brief test or activity with the pupil and then report and discuss the results with the learner. I encountered a pupil with a mild cognitive disability in my teaching career. This pupil was assigned primarily to classes specially intended for slow learners but participated in school-wide activities alongside non-disabled pupils. I also designed an individual educational plan for that pupil considering his strengths and needs. 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. RPMS SY 2021-2022 TEACHER REFLECTION FORM (TRF) TEACHER I-III YOUR ANNOTATIONS In activity 1, which highlighted geometry construction, I used differentiated learning where students have the option to and discuss the figure being drawn. Rubrics are also presented in grading to guide learners on the task. I also used collaborative learning with Think-Pair-Share to cultivate the students’ social interaction in which other students and vice versa can assist one’s weakness. This strategy will encourage the learners to give each other’s best and strengthen the learner’s flaws by developing with peers. Generally, inductive learning was employed in lesson planning. This discovery learning will let the learners discover the lesson by observing examples. Examples given in the lesson plan are relatable and can be seen in real-life situations, so the students can relate and understand very well. This strategy is deemed appropriate for students who are suffering from learning difficulties. Unlike with deductive learning, students are not given rules that they need to apply. This strategy will let the learners learn by doing with differentiated learning. It is more on here are some objects, data, artifacts, experiences, and examples. What knowledge can you gain? With this teaching strategy, the task is explicitly designed to help guide the learners, especially the students who have difficulty in the subject. It can be challenging to learn a lot of new rules, but the mental effort of working out rules using inductive learning helps the student remember them. Attach ninyo po LESSO
