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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
MILAGROS D. TRINIDAD JULY, 2022
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
EDSEL B. ALOTAYA. DISS – GRADE 11
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
After having a conference with Clara’s parents, and found out that she was diagnosed with a
learning disability, I instantly tried to research about her condition. I know that understanding her
condition will me create a more pleasant learning environment for her. So, I decided to modify my
instructional materials to be able to attend her needs.
Based from my personal research, Clara’s problem might be she is experiencing Dyspraxia.It
is a difficulty with organizing and directing the body to perform a motor skill needed to carry out the steps
on a process and to ensure and the task is performed in the most efficient way.
This made up my mind to make my instructional materials more exciting and engaging to get
more of her attention. I believe that Clara needs more sensory information as it can trigger her interest. I
have to include more of tactile, kinesthetic, vestibular and visual information.
These different approaches could surely enhance her interest and could help her start focus on
the lesson. Adding more engaging activities that would require her attention and participation to the
class, I need to provide her with things that could get her attention and interest. I could start trying to
provide her with more visual and colorful presentations while explaining lessons.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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I could also give more engaging physical activities that will allow her to make body movements
which could somehow get her interest and participation. The usual things she does in the classroom
maybe a little boring for her. Therefore, she should be presented with activities that differ in form so she
wont get bored. Everyday should be a new learning for experience for her so that she would get excited
to come to school everyday. She should be given classroom activities and classroom tasks wherein she
would be excited about. In this way, it would get her attention and interest and that she would look
forward in coming to school doing her classroom tasks. I strongly believe that giving incentives would
encourage her to finish answering outputs as she looks forward to what she is going to get as a reward.
These cases of learning disability is something that needs extra care and attention. It will be
attending their specific needs and understanding their situation that teachers like us can be of great
value. The more that they lose interest and attention to class, the more that we have to provide them with
more opportunities and chances to learning as they continue to realize that learning is always fun. They
can easily get used to their classroom and to their learning environment.
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
YOUR REFLECTIONS
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
5
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
MILAGROS D. TRINIDAD JUY 2022
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
EDSEL B. ALOTAYA DISS – GR. 11
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
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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
MILAGROS D. TRINIDAD JULY, 2022
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
EDSEL B. ALOTAYA DISS – GRADE 11
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 Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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YOUR REFLECTIONS
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
9
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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The indigenous people or the INDIGENOUS CULTURAL COMMUNITIES/INDIGENOUS
PEOPLE (ICCIP) are classified as the group of people or homogenous societies identified by self-
ascription and ascription by others, who have continuously lived as organized community on communally
bounded and defined territory, and who have under claims of ownership since time immemorial, occupied,
possessed and utilized such territories sharing common bonds of language, customs, traditions and other
distinctive cultural traits, or who have, through resistance to political, social and cultural inroads of
colonization, non-indigenous religions and cultures, became historically differentiated from the majority of
Filipinos, according to Republic Act 8371 or better known as “The Indigenous People’s Rights Act of 1997”.
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
It has been stated in this Republic Act that although they have been historically differentiated from
the majority of Filipinos, they still carry the right for equal treatment as the majority of people in the
Philippines. The said Republic Act also stated that the State shall guarantee that members of the ICCs/IPs
regardless of sex, shall equally enjoy the full measure of human rights and freedom without distinctions or
discriminations; and that the State recognizes its obligations to respond to the strong expression of the
ICCs/IPs for cultural integrity by assuring maximum ICC/IP participation in the direction of education, health
as well as other services in order to render such services more responsive to the needs and desires of
these communities.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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Therefore. It is essential for teachers like us, to be able to recognize and identify if there are
learners in class who belongs to ICC/IP group so that we can carefully address to their needs and
therefore give them an equal treatment and appropriate teaching strategies.
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
In the given situation where an assessment activity was given to a class of 30 students, five of
which belong to an indigenous people (IP) group, I believe the teacher was able to give careful
consideration to the group. Instead of focusing to the majority of the learners who are used to having and
knowing the people from SET A, that is the Mayor, Councilors and medical officers, the teacher was able to
consider also how it is in the indigenous people’s group. This way, the teacher use another group of people
in SET B, the datu/chieftain, community elders and the healers who are more known to the indigenous
people group. The teacher was able to show that the group is being recognized in the class by
acknowledging their culture.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
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It is very important for us teachers, after knowing that there are learners in our class who belong to
indigenous people group, that we should be able to make sure that we use different teaching strategies
that are also applicable or them and not just to the whole class in general. We always have to make sure
that we are using culturally appropriate teaching strategies to address the needs of learners from the
group. This is also making sure that these students are being treated equally and are never left behind.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
15
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
16
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
17
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
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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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This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
