RPMS 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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: Carlene is suffering from a deficiency by shortcomings in her learning areas, seen unfocused and
restless in synchronous class. Neither was she unable to pass her activities, she also had difficulty in
understanding and following the instructions given by her teachers and classmates.

Action Taken: The school and faculty took an immediate action to have a conference with her parents and found
out from them that Carlene has anxiety and was diagnosed with a learning disability.

How will you alter to make emotional, mental and physical changes and different specifications and instructions
for Carlene to keep her focus in synchronous classes.

REFLECTION/ ANNOTATIONS
The primary objective is to gain specific strategies in order to promote successful teaching and develop a positive
attitude towards engaging instructions and lessons. The learner is expected to mold the character, cognitive,
mental, emotional and physical aspect. The Education is to provide the child the opportunities in basic tools and
for developing manipulative skills in learning areas.

In corporate to proposal is to be able to discern and converse with others the related topic and issues surrounding
either in her personal life.
In order to develop the learner with difficulty in learning, is to assess and ensure the poor performance to attain
the quality and responsibilities of a teacher performing with divergent career stages in teaching. And to
continually seek to develop the child’s cognitive level.

SUMMARY OF LEVEL
LEVEL LEVEL LABEL LEVEL DESCRIPTION

1 Scrutinizing The teacher demonstrates minor

content errors either in presenting
the lesson.

2 Organizing The teacher employs strategies

which are appropriate for the
educational needs of the learner.

3 Planning The teacher displays a

comprehensive ability to discern
concepts and easily to understand
the structure of the subject matter.

4 Developing Utilizes a variety of materials,

resources and references in teaching
and skillfully manages diverse
instructional materials.

5 Applying The teacher exemplifies conceptual

knowledge of the learning areas of
the learner with disabilities,
giftedness and talents to address
content and accurately harmonious
and actively engaged in learning
activities.
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER:MARJORIE Q. CARPIO DATE SUBMITTED:JULY 15,2022

RATER:______________________ SUBJECT & GRADE LEVEL:ENGLISH IV
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 how they will be inscribed in a synchronous class.
Attached your lesson plan here.

YOUR ANNOTATIONS

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurobehavioral
disorders of childhood. It is a brain disorder that affects how they pay attention, sit still, and
control their behavior.

To handle this, I will provide alternative methods of assessment for students with disabilities; the
second is to arrange a learning environment that is as normal or as “least restrictive” as possible;
and the third is to participate in creating individual education plans for students with disabilities.

During my classroom observation, my pupil with a learning disability/ ADHD joined our online
class. I have used researched-based knowledge and principles of teaching and learning by
providing a picture to activate the prior knowledge of the pupils and as a springboard to the
lesson. I integrated my topic to the IP culture, COVID-19, and across learning areas by asking
HOTS questions. Moreover, I was able to align the instructional activities and assessment to
achieve the Mastery Level and objectives of the lesson.

Also, I provided a ‘’GAMEFIED APPS”/ word wall activity in order to get the focus and
attention of my pupils, most especially my pupils with ADHD. This is an interactive tool to help
pupils to engage and apply the concepts they have.

I showed a picture about Indigenous people to my pupils then the pupils will give their idea about
the picture presented. Moreover, I provided differentiated activities to unlock the vocabulary of
my pupils that is aligned to the main lesson, and to boost their sophisticated understanding.

In addition, I integrated my lesson into the cultures and traditions of certain groups of Indigenous
people. I was able to link the activities and assessment to the learning objectives of the lesson by
designing, adapting, and implementing appropriate teaching strategies that address the needs of
learners from indigenous groups.

Lastly, I am responsive to the needs of learners with disabilities and gifted pupils by giving
additional time to re-teach the lesson in a moderate way, to fill the gap between regular pupils and
a pupil with learning disabilities since I have ADHD pupils.
Create a differentiation strategy for your classroom with the educational materials and resources to benefit
all students.
 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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 assignment, 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
Datu/Chieftain
1. Mayor Community Elders
2. Councilors Healers

3. Medical Officers

YOUR REFLECTIONS

Every child is a different kind of flower; they all make this world a beautiful garden. Regardless of
where they belong, kids, for whatever ethnicity, are learners. They are gift needs to be opened and
discovered. Each of them has had a unique culture that defines their personalities.

            
Kids in the classroom show different abilities to cope with the lesson and how to socialize with their
classmates. Being their teacher along with their classmate is a great challenge. It requires knowledge of
the subject matter and the culture of all my students.

Based on the scenario, the choices work for the same purpose but differ only on names. As a teacher, I
would explain that we are all the same, our living contexts are all the same, but sometimes our cultures
differ. Teaching respect in the classroom helps students succeed. In other words, when children can treat
each other respectfully, they positively respond to direction and instruction. In effect, they are more
likely to succeed in academics. It is essential that as a teacher, you must know how other kids will
respect the culture of each other. Discrimination, though hard to manage, must be eliminated inside the
classroom.

In a given situation where I have 30 pupils, and five belong to the minority group, I would give them the
freedom to choose between set A or B. teachers must always consider all cultures as long as the transfer
of learning is still the same. It is always a primary consideration to put everything fair to everyone. 

In the end, understanding our differences produces culturally competent, global citizens; provides
graduates and scholars a professional, competitive advantage in the workforce; and represents diverse
perspectives of reality in a globalized world.

TEACHER: DATE SUBMITTED:

 RPMS 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objectives 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
The activity is part of the lesson plan, attached here. Designed for intercultural differences in which
different people pray.

Abstract Conceptualization

Activity 1: PICTURE Analysis

Directions: Observe the picture shown in presentation. Then, answer each question broadly.

PICTURE 1 PICTURE 2

SET A

PICTURE 1 PICTURE 2

SET B

In presentation pictures shown above, Ask the learners in given questions.

What have you seen in the pictures?

What do they have in common? How they differ from one another?
How do people talk to God? And why?