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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 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
It was revealed that Clara had a learning disability after meeting with her parents. I started researching
her condition right away. I'm convinced that by learning more about her condition, I'll be able to give her a more
delightful learning environment. I made the decision to modify my teaching techniques and materials in order to
cater to her special needs as a result.
Upon researching, Clara’s disability might be APD or Auditory Processing Disorder. In APD, the brain
misinterprets the information received and processed from the ear. Individuals with APD may confuse the order
of sounds or be unable to filter different sounds, like a teacher’s voice versus background noise.
(Source: https://www.waldenu.edu/online-masters-programs/ms-in-psychology/resource/seven-learningdisabilities-every-psychology-professional-should-study) I noticed that Clara is often disconnected in class and
struggles to focus on what is being taught because as observed, she has a hard time registering and recalling
what she hears.
In order to keep her attention, I made my classroom more flexible and engaging. Clara is seated in front
of the class so that she may have the most access to my visual cues and the least amount of noise from my
speech, which will help her listen and learn more effectively.
I use more gestures and visual cues when giving Clara directions or communicating other important
information, and I always make sure she is looking at me. As much as possible, I like to demonstrate rather than
describe. To emphasize crucial ideas, I also use tone and talk more slowly but clearly. Additionally, I use words
like "Are you ready?" and "Here's something you ought to know since..." to let Clara know that I'm about to
express something important to her. ", When describing a step-by-step procedure in class, I use words that start
off or help her sequence events. Teaching Clara how to use these transitional words in writing such as first,
second, then, and final might help her organize her thoughts so she can follow sequences.
To reduce Clara's frustration and boost her confidence in the classroom, I guarantee that she is writing
her task list and help her keep organized. Because she struggles with learning, I record my classes for her to
review later. And by doing this, I made sure that Clara was engaged in the lesson and learned at the same level
as her peers who were not dealing from a 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
5
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 #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
A well-rounded education is something that IPs are entitled to. education that represents their
shared values, sentiments, guiding principles, and broad concepts. Education that IPs students as
well as regular students can access. Based on the given scenario, I think the teacher was prepared to
give each of the five students thoughtful consideration. The teacher was student-centered and
provided students with a range of options while providing differentiated instructions for the
assessment. I think that in this assessment, all students were treated equally, and the teacher was
sensitive to the students that he or she was handling.
In this situation, we are taught to have empathy and care for others, to consider our
assumptions about individuals from different cultures, to consider our own cultural frames of
reference, and to have understanding of the cultures of our students. In order to address their needs
and guarantee that everyone has access to the high-quality education we offer, we teachers must be
aware of the backgrounds of our students, whether they come from regular or IPs students. The
importance of incorporating students' cultural references into all aspects of learning should be
acknowledged. To ensure that no student is left behind, there should be an equal level of participation
and engagement among all students.
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