RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: JEROSEL A. ROSALES DATE SUBMITTED: JULY 1, 2022

RATER: MERMEO A. APARATO SUBJECT & GRADE LEVEL: ENGLISH 5

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 B
Set A
1. datu/chieftain
1. mayor
2. community
2. councilors
elders
3. medical officers
3. healers

Your Reflections

The World Bank Organization defines indigenous peoples as distinct

social and cultural groups with collective ancestral ties to the lands and natural
resources on which they live, occupy, or have been displaced. Indigenous people

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
frequently follow their traditional leaders and organizations for representation that is
distinct or distinct from that of mainstream society or culture. It is estimated that over
370 million indigenous people live in 70 countries around the world. The Philippines
is a culturally diverse country, home to an estimated 14- 17 million Indigenous
Peoples (IPs) from 110 ethnolinguistic groups. In recognition of this cultural
diversity, Republic Act 8371, also known as the Indigenous Peoples Rights Act of
1997 mandates recognition and promotion of the rights of indigenous peoples and
indigenous cultural communities in the Philippines. Moreover, as found on DepEd
Order no. 62 s. 2011, the 1987 constitution specifies that " the State shall protect
and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all". Likewise, this DepEd
Order also mandates the adoption of appropriate basic education pedagogy,
content, and assessment through the integration of Indigenous Knowledge Systems
and Practices in all learning areas and processes. Furthermore, DepEd order no. 32
s. 2015, recognizes the right of indigenous people to basic education that is
culturally rooted and responsive. This also encourages schools with indigenous
communities to localize, indigenize, and enhance the K-12 curriculum based on
their respective educational and social contexts.

Reflecting on the statements and policies above, it can be stated that

the assessment activity provided is cognizant of the existing policies of the state and
the Department of Education in recognizing and protecting the rights of the
members of the indigenous people. The assessment activity is culturally appropriate
to all members of the class including the five learners who are members of the
indigenous communities. The assessment activity is an example of an indigenized
activity which is a form of contextualization. This means that the assessment activity
is related to the bio-geographical, historical, and socio-cultural context of the
learners. Localization and indigenization of activities are very important in making
the learners learn. This makes the instruction relevant, meaningful, and useful to all
learners. Aside from this, I also believe that the indigenization of materials is a great
way in informing regular learners about the culture of learners who are members of
the indigenous groups. For example, in this assessment activity, the regular
learners were informed about the members of the community of indigenous groups.
Similarly, the learners who are members of the indigenous groups were also
informed about the members of the community outside their group. This practice
plays a crucial role in making all learners learn harmoniously. It prevents the
occurrence of discrimination and conflict among the learners. Indeed, our role as
teachers is very important in promoting inclusive education in our country. We
should always develop activities that suit the context and needs of our students.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government