1
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER:
RATER:
_
DATE SUBMITTED:
__
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 knowing that Clara was diagnosed with a learning disability, I’d immediately adjust my
classroom management especially for her. I would place her in the front seat where I can quickly give her
direct instructions and supervisions during class.
Given the actions shown by Clara, I can relate it to ADHD or Attention deficit hyperactivity disorder
where children often have problems sitting still, staying focused, following instructions, staying
organized, and completing homework.
In terms of learning, I would make my instructions simple, direct, and easy to understand. I would
also wait for her to generate her thoughts and encourage her to share it without hesitations. As much as
possible, I would monitor her throughout the activity to make sure that she would finish the activity with
confidence and pride.
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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.
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Most Essential
Learning
Competencies(
MELC)
D. Enabling
Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide
Pages
b. Learner’s Materials
Pages
c. Textbook Pages
d. Additional Materials
from Learning
Resources
B. List of Learning
1. Identify the different properties of matter that can help you
determine whether it is harmful or useful.
2. Enumerate useful and harmful materials at home and in
school.
3. Differentiate useful from harmful materials.
Properties of materials to determine whether they are useful or
harmful
Uses local, recyclable solid and/or liquid materials in making
useful products
Use the properties of materials whether they are useful or
harmful
N/A
Recognizing Useful and Harmful Materials
TG week 1&2
LM week 1&2
Science Beyond Borders, Cyber Science 4
Science Grade 4
PIVOT IV-A Learner’s Material
First Quarter
First Edition, 2020
MELCs and BOW, Modules in Science 4
Resources for
Development and
Engagement
Activities
IV PROCEDURES
A. Introduction
3
Directions: Determine which of the activities below is desirable
or harmful. Write D if desirable or H if harmful.
____1. Placing the biodegradable wastes in the compost pit
____2. Smelling the fumes exhausted by cars
____3. Using broken glass to cut paper
____4. Covering the textbook with acetate
____5. Burning plastic bottles
Directions: The pictures in Column I are materials you commonly
see at home or in school. Match the image of materials listed in
Column I with their usefulness/harmfulness in Column II.
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*Annotation: Using these simple tests will let the teacher the
prior knowledge of the students and identify those who are
advanced, gifted, or talented.
B. Development
*Annotation: These tests will let the gifted learners classify the
useful and harmful materials which is obviously simply for them.
The follow-up questions will then allow them to reason out their
answers as the teacher gauge them based on how they think
and deliver.
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C. Engagement
*Annotation: Constructing sentences based on the materials
they listed will let them justify their answers.
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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER:
_
RATER:
DATE SUBMITTED:
__
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
1. mayor
2. councilors
3. medical officers
Set B
1. datu/chieftain
2. community elders
3. healers
Considering that the teaching strategy should be culturally appropriate of the learners from
indigenous groups, I believe that the given assessment activity will address the cultural differences of the
learners in the classroom.
The activity will make the learners in the classroom to feel equal with one another. It will also
provide avenue for the learners from the indigenous groups to bring pride to their roots and spread the
importance of the community roles from their groups. This is a clear example of inclusive education.
In case that there are different types of indigenous groups, it is only just to add more options to the
assessment.
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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER:
_
RATER:
DATE SUBMITTED:
__
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.
I. LAYUNIN
A. Pamantayang Pangnilalaman
 Makapagbahagi ng karanasan o saloobin
 Makapagbigay ng halimbawa ng paraan kung paano
magpahayag ng saloobin
 Mapahalagahan ang aralin sa pagpapahayag ng sariling
saloobin
Naipamamalas ang pag-unawa sa kahalagahan ng pagkakaroon
ng mapanuring pag-iisip sa pagpapahayag at pagganap ng
anumang gawain na may kinalaman sa sarili at sa pamilyang
kinabibilangan
B. Pamantayan sa pagganap
Naisasagawa ang mga kilos,gawain at pahayag na may kabutihan
at katotohanan
C. Mga Kasanayan sa
Pagkakatuto
7. Nakapagpapahayag ng katotohanan kahit
kalooban gaya ng:
7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong
iba pa
EsP4PKP –Ih -35
7. Nakapagpapahayag ng katotohanan kahit
kalooban gaya ng:
7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong
iba pa
EsP4PKP –Ih -35
D. Pinakamahalagang
Kasanayan sa Pagkakatuto
(MELC)
E. Pagpapaganang Kasanayan
masakit sa
pamilya, at
masakit sa
pamilya, at
II. NILALAMAN
III. KAGAMITANG PANTURO
IV. PAMAMARAAN
A. Panimula
Pagpapahayag ng Saloobin
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*Annotation: The words used are acceptable for all learners.
The words will not, in any way, harm the beliefs of the IP’s
learners.
B. Pagpapaunlad
Kaya mo bang ipahayag ang nais sabihin? Naglalakas
loob ka bang punahin ang mga maling ginagawa ng iba?
Ang pagpapahayag ng saloobin ay ang pagsasabi ng
iyong totoong naiisip at nararamdaman. Ito ay ang iyong
mga puna sa sarili at sa iba na dapat maipalam. Layunin ng
pagpapahayag ang makatulong upang makapagbigay
linaw sa kaisipan, malaman ang katotohanan, makatulong sa
paglutas ng mga suliranin at makatulong sa pagbabago ng
tao tungo sa pagiging mas mabuti.
Sa kabilang banda, madalas ay ayaw ng mga tao na
napagsasabihan. Karamihan ay nagagalit o kaya ay
nagdaramdam kapag may punang binanggit tungkol sa
kanila. Dahil dito, may ilang ayaw na ring magpahayag ng
saloobin o damdamin sa takot na baka sila pa ang
magmukhang masama.
Ikaw, magsasabi ka pa rin ng saloobin o hihinto na rin?
Kung ikaw ang pagsasabihan ng iba, paano mo ito
tatanggapin?
Narito ang mga dapat mong tandaan sa
pagpapahayag ng iyong saloobin:
magkaroon ng mabuting hangarin sa pagpapahayag
pag-isipan munang mabuti ang sasabihin
alamin muna ang katotohanan bago magsalita
maging magalang sa kausap at ipakita ang respeto
maging marahan sa pananalita upang hindi makasakit
Kung ikaw naman ang tatanggap ng opinyon o puna
ng iba, kinakailangan mong:
maging bukas ang puso at isipan sa pagtanggap
ipakita ang paggalang sa kausap
pag-isipan kung totoo ang puna o pahayag
magpasalamat sa puna o payo
gamitin ang puna upang makapagbago
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Minsan ay masakit marinig ang katotohanan subalit
kailangan mong magpakatatag. Mahirap man na punahin
mo ang iba dahil baka maging simula ito ng hindi
pagkakaunawaan, kailangang magawa mo ito ng maayos
at maipaunawa. Pinakamahalagang maging tapat at totoo.
Maliban sa mga nabanggit, may naiisip ka pa bang
maidaragdag sa mga ito? Gawin ang gawain sa ibaba.
C. Pakikipagpalihan
*Annotation: This activity will allow all learners to freely
express their thoughts and feelings on the subject matter and
even add more.
Naranasan mo na bang magpahayag ng puna o
makatanggap ng saloobin ng iba? Ano ang iyong ginawa?
*Annotation: This will allow learners from indigenous groups to
share their personal experiences with the class.
D. Paglalapat
Laging atandaan na kaya ka nagpapahayag ng saloobin
ay dahil gusto mong makatulong upang magbago ang
isang tao. Siguruhing ikaw ay may paggalang o respeto
habang sinasabi mo sa iba ang iyong opinyon o ideya.
Gawain sa Pagkatuto Bilang 6: Sagutin ang mga sumusunod
ayon sa iyong natutuhan sa araling ito. Isulat ang letra ng sagot sa
1
0
iyong kuwaderno.
1. Ito ay ang pagsasabi ng iyong totoong naiisip at
nararamdaman.
A. pagpapahayag ng saloobin C. pagrereklamo sa iba
B. pakikipag-away sa iba D. pagiging madaldal
2. Ang mga sumusunod ay pagpapakita ng tamang
pagpapahayag ng
saloobin, MALIBAN sa _____
A. pag-isipan munang mabuti ang sasabihin
B. alamin muna ang katotohanan bago magsalita
C. maging magalang sa kausap at ipakita ang respeto
D. maging marahas sa pananalita upang hindi makasakit
3. Kapag ikaw ay tatanggap ng puna mula sa iba, dapat na
_____
A. gamitin ang puna upang makapagbago
B. ipakita ang paggalang sa kausap
C. magpasalamat sa puna o payo
D. lahat ng nabanggit
4. Nagalit si Kim ng bigyan ng payo ni Arianne na iwasan ang
pagsasalita
ng masama o pagmumura. Ang ginawa ni Kim ay _____
A. tama B. mali C. okay lang D. maayos
5. Pinakamahalaga sa pagpapahayag ng saloobin ang
maging _____
A. tapat at totoo C. mapagkunwari
B. mapanakit D. malihim at tahimik