Objective 9 & 10 -TRF Form.docx

This tool was dev eloped through the Philippine National
Research Center for Teacher Quality (RCTQ)with support
f rom the Australian Government
1
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 REFLECTIONS
The way that people with normal or above average intelligence process knowledge, remember it,
and express it varies depending on how each student is different in their own way. Due to the learning
traits that are frequently demonstrated by children with learning disorders, students with learning
disabilities have a way of challenging any teacher in the field of passion and commitment in service.
After meeting with Clara's parents and learning that she had been diagnosed with a learning
disability, I started researching the reason, symptoms, and tactics I could use to meet her particular needs
without sacrificing the quality of her education. I do think that as a teacher, you need to make the
classroom more comfortable for her in order to provide high-quality instruction. Thus, in my respectful
submission, the concept of modified instruction or differentiated instruction should be use in order to meet
her needs.
As per my personal research in the internet, Clara’s problem could be experiencing DYSLEXIA. It
is a language-based learning disability which refers to a cluster of symptoms resulted in people having
difficulties with specific language skills, particularly reading. Students suffering from this learning disability
may find it difficult to express themselves clearly, or to fully comprehend what other mean when they
speak according to https://msutexas.edu/academics/education.com.
I decided to make instructional materials more exciting and engaging to get Clara’s attention. I
believe that she needs more sensory information as it can trigger her interest. I must include more a tactile
(touch), kinesthetic (body position awareness), vestibular (balance awareness) and visual information.
MARIANEN G. FAILAGMAO
TLE -7
DR. AGNESJ. MACASO

These different approaches could surely enhance her interest and could help her start to focus on the
lesson. I believe that to be able to get Clara on class, I need to provide her with multisensory activities
such as flashcards, story videos and real objects in the classroom. Offering lots of opportunities for
learners to recap and review the lesson and use variety of techniques including drawing, music or rhythm
movement to help learners memorized new words in the lesson.
Learning challenges are brought on by variations in the way each person's brain processes
information and are not tied to IQ. Communication, perseverance, advocacy, and creativity are all qualities
that students, parents, and educators need to succeed, according to Melissa Holman-Kursky. Many things
can be stopped from going worse with intervention.

RPMS SY 2021-2022
TEACHER I-III
TEACHER: _____________________________________ DATE SUBMITTED: ________________
RATER: _______________________________________ SUBJECT & GRADE LEVEL: _________
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.
TLE -7

RPMS SY 2021-2022
TEACHER I-III
TEACHER: __________________________________ DATE SUBMITTED: ___________________
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 elder
3. medical officers 3. healers
YOUR REFLECTIONS
Globally, it is acknowledged that everyone has the right to an education, regardless of their
socioeconomic condition, race, or even innate culture. This includes those who are affluent, poor,
black, or white.
In the situation given above, the appropriateness of making an assessment should be
considering the cultures of these five (5) young minds who has their individual practiced culture.
When referring to Education, the term Indigenous generally pertains to the first or original inhabitants
of a later colonized group or by a group of powerful people who imposed their own culture and
language on the original inhabitants. These group of people includes the datu (chieftain), community
elders and the healers.
Knowing that 5 of the kids didn't grow up in the same environment as the other 25 students, I
should always take their culture into account while planning my teaching tactics. When making an
TLE -7
DR. AGNESJ. MACASO

assessment and responding to the need for equitable access to varied cultural possibilities, I should
constantly be innovative in my approach. I should respect the information, worldviews, and identities
of these kids' communities. I think that in this assessment, all students were treated equally, and the
instructor was considerate of the pupils they worked with.
The Department of Education (DepEd) also emphasized community links, which will allow teachers
and community members to share a healthy relationship between the datu and community elders.
Each of these contributes significantly to the creation of a suitable learning environment. This can
help us understand the student’s preferences, strengths and weaknesses when communicating and
how these can help or hinder us when communicating across cultures.

RPMS SY 2021-2022
TEACHER I-III
TEACHER: __________________________________ DATE SUBMITTED: __________________ _
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 people’s 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.
ANNOTATIONS
The activity belowis part of the lesson plan attached here,designed forintercultural differencesin
which indigenouspeople’seducation (IPEd) asreference.
A. Activity: Picture Analysis (Constructivism Approach)
The teacher will show the following pictures to the students and give them time to
think:
Direction: Observe the pictures shown. Then, answer each question
comprehensively.
TLE -7

From the pictures shown, ask the students the given questions.
1. What have you seen in the pictures? What do they have in common?
2. How did they build these houses?
3. What are the tools being used in building a house?
The integration of the IP culture was highlighted in the activity shown
in the lessonplanattached in here. It was thenshowsrespectand importance
on the culture of the IP learnersthroughrecognizingtheirwayof livingandon
howdo theybuildtheirhousesevenwithjustusing stones as carpentry tools.
The recognition of the IP's culture will give them more confidence to
participate more actively and to collaborate their ideas on the lesson being
taught. One strategy for fostering and promoting cultural pride is through
valuing their culture as IPs. As a result, incorporating this into every lesson
where IPs are discussedaffectshow we perceive the world, the communityin
whichwe live,andhowwe interactwithoneanotherinspite of ourdifferences.

Objective 9 & 10 -TRF Form.docx

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