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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: DARENNE V. CANAREJO _ DATE SUBMITTED: DEC. 10, 2021
RATER: LINA H. JAGOLINO __ SUBJECT & GRADE LEVEL: 6 MAPAGBIGAY
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
Children with learning disabilities need some additional support and
modification in their environment, as well as in the type of activities they do. To
keep Clara focused on the classroom activities, I intend to teach her concepts in
different ways and give her the opportunity to practice it many times in order for her
to learn and remember it.
I will be as concrete as possible in teaching. I will demonstrate my
instructions by giving verbal instructions/ directions. By using Hands-on learning
activities, she will be using all her senses that will definitely help her learn and retain
information better. Afterwards, by providing immediate feedback it will help me
make a good connection to my pupil. Lastly, I will have a regular exchange of
information with the parents and work with them to meet the needs of my learner
with 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: DARENNE V. CANAREJO DATE SUBMITTED: JAN. 10, 2022
RATER: LINA H. JAGOLINO __ SUBJECT & GRADE LEVEL: 6-Mapagbigay
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
Gifted students are not merely individuals who are academically smart and who
finish work early but are instead a diverse range of students who are each unique. They
may have abilities in one area, multiple areas, or even have disabilities along with their
gifts.
Higher order thinking skills take an important place in the education of gifted and
talented students. In this activity process, the students are expected to gain experiences
which will enable them to improve their reflective thinking skills. Students learned by
associating their own experiences with the new ones. The process of activity allowed
experiences activating students. In the activity, opinions that associating former
knowledge with the new information by students leads to success
I have come to realize that these children have their own needs that need to be
supported and developed. In particular, I will be looking at how we need to support these
students both intellectually and socio-emotionally.
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: DARENNE V. CANAREJO DATE SUBMITTED: JUNE 15, 2022
RATER: LINA H. JAGOLINO __ SUBJECT & GRADE LEVEL: 6 MAPAGBIGAY
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.
h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS
Indigenous people often live in remote regions and depend on their lands and
natural resources for their sustenance. Their cultural identity, spiritual practices and
governance systems are also tied to their traditional knowledge and relationship with
the ecosystems they inhabit. Yet education systems in developing countries are
frequently unwilling or unable to offer programs that respect indigenous peoples'
diverse cultures.
Few teachers speak indigenous languages and schools often lack basic materials.
Indigenous children face more obstacles to learning, including a higher likelihood to
suffer from hunger, enduring long travel distances to school, obligations to help feed
family or care for siblings, a lack of familiarity with the language of instruction and
learning content that has little relevance to their cultures and lives.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
6
Set A will allow the students to conduct their assessment on their respective
mayors, councilors and medical officers, while Set B will let them do their
interviews with their respective datu/chieftain, community elders, and healers.
This will help us understand the students’ preferences, strengths and weaknesses
when communicating and how these can help or hinder us when communicating
across cultures.
Development assistance institutions have helped foster innovative and
culturally appropriate education programming in indigenous communities
consistent with Article 6 of the United Nations Educational, Scientific and Cultural
Organization’s (UNESCO's) World Declaration on Education for All, which affirms
that successful learning arises from healthy and culturally appropriate
environments where learning is connected to other aspects of a student's life and
well-being.
Educators have the unique power to impact the lives of their learners. Making
use of thoughtful, inclusive instruction can have positive effects on students that
last far beyond their time in the classroom. Therefore, employing culturally
responsive teaching strategies is a small step toward enacting meaningful change in
education.
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
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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 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
Access to basic education has been one of the most critical development concerns
among IP communities. In terms of the public school system, indigenous communities in
general, especially those located in remote rural and mountainous areas, experience
difficulties in accessing government services. Many of those who have schools within their
communities have to grapple with shortage of basic inputs, such as teachers and learning
resources.
Despite this general situation, there exists, of course, pockets of good models and
desirable education practices based on successful interventions by the DepEd,
nongovernment organizations, IP organizations, and other community-based initiatives which
effectively respond to the learning needs of indigenous learners.
Aside from access, an equally important and more complex issue for indigenous
communities is the relevance and appropriateness of what is taught in schools and other
learning interventions. The lack of access to education services is usually compounded by the
fact that in communities where there are schools accessible to IP learners, many of these have
limited or no capacity to provide culturally appropriate education.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
9
Time and again, indigenous elders and leaders have articulated the observation that
the educational system has failed to respect and recognize their communities’ knowledge,
worldviews, and identities. Education under this kind of a system only contributes to the
alienation of indigenous learners to their own culture and community.
The right of IPs to education is stipulated in the 1987 Philippine Constitution, the
Indigenous Peoples Rights Act (IPRA) of 1997, and the numerous international human rights
instruments, especially the United Nations Declaration on the Rights of Indigenous Peoples
(UNDRIP) (2007). DepEd Order No. 62, s. 2011 (“DO62”) – “Adopting the National Indigenous
Peoples Education Policy Framework” – primarily stipulates that access to culture-responsive
basic education stands out as one of the most critical to address among the present
disadvantages that IP communities face. This recognition is particularly central to the view
that the right to basic education is an “enabling right” and hence, an essential means for IPs to
claim their other rights, exercise self-determination, and expand the choices available to them.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
