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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: KRISPRIFHE C. DAVID _ DATE SUBMITTED:
RATER: JOCELYN B. PAREJO__ SUBJECT & GRADE LEVEL: MAPEH -8
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.
MY REFLECTIONS
A learning disability that can be usually observed on some learners is
Attention-Deficit-Hyperactivity Disorder or commonly known as ADHD. It is a
condition where impulsivity, inattentiveness, and hyperactivity interferer with
day-to-day activities and task performance. Learners with ADHD often have
issues with their studies therefore it's essential for teachers to make
adjustments that are appropriate for the learner’s condition.
As Clara’s teacher, since she suffers from restlessness and being
unfocused in class, I will incorporate engaging activities such as puzzles and
games to get her attention and make her focus on the lesson. At the same
time, I will present examples through pictures and short videos to make the
class interesting. For the activity, I will give the class group activities with only
few members to avoid anyone, especially Clara from feeling excluded due to
her condition. That way, I am also instilling collaboration, cooperation, and
accountability among the students.
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: EXCYLE M. MAGLIPAC DATE SUBMITTED:
RATER: MARICHU A. MORALES __ SUBJECT & GRADE LEVEL: FILIPINO GRADE 11
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.
MY ANNOTATIONS
I started asking them on the previous lesson. After giving their reviews on the past
lesson, the students were asked to make their own tagline. Learners were excited to
give their own constructed taglines based on the pictures given. These taglines will
lead them to the new topic which will help them to form their own advertisements. In
this lesson, learners were busy doing their task individually and by group.
Collaboration ang cooperation were transparent. Everyone was challenged to have a
better output.
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: EXCYLE M. MAGLIPAC DATE SUBMITTED:
RATER: MARICHU A. MORALES __ SUBJECT & GRADE LEVEL: FILIPINO GRADE 11
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 Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
MY REFLECTIONS
Indigenous people are distinct social and cultural group that share collective
ancestral to the lands and natural resources where they live, occupy or from which
they have been displaced. In a class, diversity of learners is possible. Promoting
awareness and creating a personal connection with diverse cultures in the
classroom can prevent students from developing prejudices later in life. It allows
them to empathize with people with different race or cultural group they may face.
(The Importance of Diversity and Cultural Awareness in the Classroom).
This assessment is appropriate for a class of 30 learners where five belongs
to an indigenous group. They can actively perform the assessment by choosing
either of the sets given. It would not be difficult for the five learners to perform the
assessment since they can choose to ask from the datu they know or the
community leaders in their respective communities and even the healers settling
in their areas. Through this assessment, interpersonal skills of the learners will be
enhanced and so with their self- confidence.
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: EXCYLE M. MAGLIPAC DATE SUBMITTED:
RATER: MARICHU A. MORALES __ SUBJECT & GRADE LEVEL: FILIPINO GRADE 11
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.
MY ANNOTATIONS
I started the lesson with an activity about making their own tagline. This activity
leads to the topic about advertisement. One of which is making a Babala and
Anunsyo. One of the activities in this lesson is making an anunsyo about a typhoon
that would possibly damage the Subanen community. Other activity is making an
anunsyo about a basketball game that will be held in the farthest barangay in
Oroquieta City which is Sebucal. In this lesson, the students are encouraged to
practiced cultural sensitivity and awareness to prevent cultural discrimination.
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
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
