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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
MASTER TEACHER I-IV
TEACHER: ____EDGAR JOEY M. PERALTA____________ DATE SUBMITTED: ____JULY 8, 2022__________
RATER: _______EMMA P. MADRIAGA_________________ SUBJECT & GRADE LEVEL: __ ENGLISH Gr. V___
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
Assisted colleagues to design, adapt and implement teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
This is the observation notes form accomplished for the observation in the class of Teacher Emille. The observer
noted that all learners must receive the same activity and no differentiation must be applied for advanced learners.
Veronica San Vicente October 18, 2021
Emille Santos 10:00am
MAPEH Gr.7 11:00am
Good start of the class
The teacher has a well-modulated voice.
Why was there a special activity for one student? There must be uniform measure of
students’ success. Therefore, there must be no differentiation in what the students do
even if the teacher claims that this student is advanced in terms of artwork compared
to his classmates.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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Do the following:
1. In the context of addressing gifted learners, do you agree with the note of the observer? Write your
reflections in this form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in
designing, adapting, and implementing teaching strategies for gifted learners. Attach your LAC plan
here.
YOUR REFLECTIONS
1. I don’t agree with the observer’s note regarding the addressing of gifted learners. The teacher
should implement differentiated instruction in his/her class especially with the presence of special
children. Differentiated instruction is a method of teaching that involves using a variety of activities
and projects to guide students. Throughout history, differentiated instruction has been the norm in
schools. During the one-room schoolhouse days, teachers were able to create effective ways to
guide diverse groups of students. Haphazardly students learn fast, while others learn more slowly.
However, “fast” learners might only gain cursory understanding, while “slower” learners often
absorb content more deeply. The advantages of differentiated instruction strategies include
addressing learner deficiencies in both speed and depth.
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)
MASTER TEACHER I-IV
TEACHER: ____EDGAR JOEY M. PERALTA____________ DATE SUBMITTED: ____JULY 8, 2022__________
RATER: _______EMMA P. MADRIAGA_________________ SUBJECT & GRADE LEVEL: __ ENGLISH Gr. V__
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
Assisted colleagues to design, adapt and implement teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #2
1. Design a lesson plan for learners with disabilities based on your idea on how they may be addressed in
your class. Your strategies for learners with disabilities must be highlighted and annotated in this
form. Mention a specific exceptionality or learning disability. Attach your lesson plan here.
2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head
sign your lesson plan as proof.
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
