1
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
MASTER TEACHER I-IV
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
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
2
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
Individuals with different levels of multiple intelligence should be properly considered in
creating learning activities. Learning differentiation and integration plays an important role in this
kind of situation where educators use instructional strategies and flexible design lessons to
engage the student’s interest and address distinct learning needs. It is also important to have
differentiated classrooms and learning that is sensitive to the diversity of learners in order to
respond to the students’ variety in readiness levels, interests and learning profiles.
It is inevitable that in a room there are diverse kind of learners. If she uses a uniform
activity as mention by the observer to her pupils, it may sound good. However, it may affect the
interests of other pupils who are fast learners, slow learners and etc. Given this kind of situation, it
tells that the teacher induced activities without taking any further considerations of instructional
strategies applicable. The teacher just ignores to re-evaluate her own teaching activities
before implementing it.
As a result, pupil’s no longer find the topics interesting since they already know what was
taught. Basically we teach same competencies with varied level of difficulty. The way they are
taught and delivered gives lessons the distinct characteristic that will draw curiosity and the drive
to listen to the teacher and engage in class. Probably, the gifted learners will dislike something
they already knew. At some point, they can find it boring, will zone out or act out in the class.
The teacher should determine what information pupils need to brush up on and by when. Rather
than having a one sided view to the learning perspective why not put a varying content that will
allow pupils to share what’s in their head. It became bias on the latter part if it focuses only on the
other side. Gifted are quick learners, very imaginative and creative, extremely have good memory
and most of them are inquisitive and curious. The challenging complex tasks given by the teacher,
most likely they find it more attractive.
Furthermore, gifted learners are very enthusiastic about unique interests and topics, have a
mature sense of humor, good problem solver, absorbs information quickly, self-aware, and
updated of globally issues. They answer questions quickly also and provide solutions in a distinct
way. As a teacher, it is imperative to identify the level of intellect of each learner. Exactly the
reason why we conduct diagnostic test. I am not in accordance with the observer’s note because
teaching diverse type of students requires to tailor lessons to meet each pupil’s individual interests,
needs and strengths. By giving pupils a choice and flexibility in learning, they tend to meet and
focus on learning course content. Hence, we should provide activities that will tap the interest of
pupils good in music, arts and even in language. Since there are significant differences in prior
knowledge amongst pupils, teacher should find a way to close the gap. To lump them together,
one way is to have a group activity. It is one example where diverse pupils can collaborate inside
the classroom. By creating this kind of activity, this allow pupils learn from one another
and provide a chance to interact each individuals. Considering the different individual’s level
of intellect, proper differentiation of instructions paved the way to an effective teaching strategy.
Varying the types of assessments gives pupils the opportunity to keep pace with
the learning objectives. Knowing unique skills of each pupils enables the teacher to teach them
more effectually. In order to captivate the attention of pupils, teachers must engage and motivate
them with adaptive, game-based learning platform.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
3
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
MASTER TEACHER I-IV
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
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
4
Visual Processing
Disorder-
difficulty
interpreting visual
information
(APHASIA/DYSPHASIA)
Difficulty with Language
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)
MASTER TEACHER I-IV
MASTER TEACHER I-IV
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
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups
PROMPT #1
Leo and Margarito belong to an indigenous group of people called the T’boli tribe. T’boli is one of the major Lumad
ethnolinguistic groups in the Southern part of the country. Their culture is richly connected and inspired by nature, with dances
that mimic from actions of animals and a variety of music and songs. Leo and Margarito’s families have migrated to the
lowlands due to conflicts related to their ancestral domain. They are the only indigenous peoples in your class of 45 students.
Having a different culture from the rest of the class has affected their sense of self and how they relate to others.
Do the following:
1. In the context of addressing the needs of learners from indigenous groups, what teaching strategy will you develop
and use in your lesson to affirm and strengthen their indigenous cultural identity? Write your reflections in this
form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in adapting
and using culturally appropriate teaching strategies for learners from indigenous groups. Attach your LAC
plan here.
YOUR REFLECTIONS
Indigenous people are those who live in local communities who have direct contact with nature, have a
Leo and Margarito are the two Indigenous learners in the room. In order for them not to feel ashamed, lit
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
6
I let non-indigenous pupils to normalize the difference of other peoples’ culture without
judging their standard of living, that there was no right or wrong in terms of culture.
Explain further how indigenous people takes big part in our society.
In constructing a Lesson Plan, try to consider what the learners will know and how they
will engage in the activities since there are Indigenous pupils in a class. Be meaningfully engage
students, be constructive, authentic, and in a collaborative way. Moreover, we should know the
learning differences of each and every one in a class. Diversity of learners in a class is not knew.
Proper integration of learning activities helps make the IP pupils feel wanted. It is also a proper
way to incorporate or recognized sufficiently their communities’ histories, cultures, ways of learning,
and traditional knowledge in making lessons plan.
I will give the floor to my indigenous pupils to share and further elaborate their life living in
a community as an IP’s. Their struggles, experiences, as well as how they survive in everyday living.
I will introduce to the class as well some importance of culture for indigenous people. And the
relativity of this to non-indigenous one.
As a teacher, we should uplift them in society through implementation of the right and
most effective learning strategy in school. Where IP learners can relate and keep their
pace in learnings. Having indigenous people who preserved traditional ways of living, such as
present or historical reliance upon subsistence-based production (based on pastoral, horticultural
and/or hunting and gathering techniques), and a predominantly non-urbanized society is
something we can brag on.
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)
MASTER TEACHER I-IV
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
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups
PROMPT #2
1. 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.
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
8
“
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This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
