Department of Education: Teacher Reflection Form (TRF) Teacher I-Iii

Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
Guiguinto National Vocational High School-Annex
Malis, Guiguinto, Bulacan
TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ____________________________________
JEMVRIEL G. MIGUEL DATE SUBMITTED: _______________________
DAISY DJ. MIRANDA

RATER: _______________________________________ SUBJECT & GRADE LEVEL: GRADE 9
_______________
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
In the field of education, no learner is alike. Each learner has his or her unique trait, characteristic, and their
own method of learning. I am aware that every learner possesses all Multiple Intelligence and it just vary on how
high or low these intelligences are honed. DueTEACHER I-III learners cope, learn and absorb information in
to these intelligences,
the classroom____________________________________
TEACHER: differently. In the case of Clara, diagnosed DATE with aSUBMITTED:
learning disability, she is seen as restless or
_______________________
unfocused in her classes and has trouble following instructions when unsupervised. Learners with special needs,
RATER:
such _______________________________________
as Clara, may be less interested in learning, unable to SUBJECT cope with &multiple
GRADEdirections,
LEVEL: _______________
and have disorganized
thinking and work habits. When these shortcomings are combined with more serious academic inadequacies, the
situation becomes
DIRECTIONS: much
Reflect onmore complicated.
your attainment As aRPMS
of the result,objective
modifiedbyinstruction
answering or
thedifferentiated instruction,
questions/prompts in my
provided.
Use anyatlocal
opinion least,orshould
officialbelanguage
used to that
meetyou
theare comfortable
needs with. range
of a diverse Use extra sheets or
of learners if needed. Please
those with limit your
the same case as
response
Clara.
to 500 words.
In doing further research, Clara’s case seems to be of those with ADD (Attention deficit disorder) it is
describe as a neurological condition with symptoms of inattention, distractibility, and poor working memory. In
order to make the class suitable to cater her needs, first the teacher must get to know the learners by recognizing
not only their learning methods and learning preferences, but also exhibiting compassion for each student by
personalizing education to fit each student's specific requirements. The teacher may use the Multiple Intelligence
Test by Dr. Howard Gardner to gain information on to what kind of learner his/her class is.
The next stage would be to implement instructions at home and in school to make learners feel comfortable
and safe in the learning environment. Having good communication with the learners’ parents by updating them on
their child/children’s daily performances in class. Likewise having a good set of classroom instruction is a great way
of maintaining order and balance in class. This can also be a way of giving positive reinforcements to the learners.
Lastly, if I were to conduct a virtual class with Clara, in the time of the pandemic, and knowing her situation,
I would use applications like Peardeck or Nearpod to make my plain PowerPoint presentations more interactive. In
my experience, no matter what their age is, learners still enjoy game-like activities in the classroom especially if
there is a prize involved. Activities or applications like this will surely get the attention of the learners and will keep
them on their feet.
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
S.Y. 2021-2022 | Proficient Teacher the Australian Government

TEACHER I-III
TEACHER: ____________________________________
RATER: _______________________________________
DAISY DJ. MIRANDA SUBJECT & GRADE LEVEL: GRADE _______________
9
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.
ANNOTATION:
YOUR ANNOTATIONS
In this part of my DLP, I chose to use the
application PEARDECK for an interactive presentation
of my class where the students can interact with the
presentation rather than just watch it being
presented by the teacher.
ANNOTATION:
In this part of my DLP, to make sure that the
students are still active and participating in the
class, the teacher asks for confirmation by engaging
them constantly.
ANNOTATION:
In this part of my DLP, I chose to utilize Google meet
and make it fun for the learners by asking them to
choose a cartoon or popular character s their profile
picture or background picture. This way creates
excitement towards the students.
ANNOTATION:
In this part of my DLP,
I make sure that ANNOTATION:
everyone is in a safe and
In this part of my DLP, I ANNOTATION:
conducive learning
chose to use the application In this part of my DLP, I chose to do the evaluation part
environment and how
their mental or PEARDECK for an interactive using Google Forms rather than the typical pen and paper
presentation of my class activity to make the activity more interesting using technology.
emotional disposition is
before starting the where the students can
lesson. It is important to interact with the
make sure the learners presentation rather than just
are safe and well. watch it being presented by
I also used a video the teacher.
presentation to present
the classroom etiquette.
ANNOTATIONS:
For Objectives 9. I attached the Set B MOV because I have no identified learners with disabilities, giftedness,
and or talents. Because of this, I accomplished the Teacher Reflection Form (TRF). For TRF1, I wrote a
reflection on the given situation about Clara and while on TRF2, I attached the copy of my Detailed Lesson
Plan or DLP highlighting the parts I modified to address the special needs of the learners.


TEACHER I-III
TEACHER: ____________________________________
DAISY DJ. MIRANDA
RATER: _______________________________________ SUBJECT & GRADE LEVEL: GRADE
_______________
9
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.
YOUR REFLECTIONS
Education is viewed as a human right and is part of Maslow's Hierarchy of Needs, regardless of
who you are or what race you were born into. It acts as a beacon of hope for the economically and
socially disadvantaged, the farfetched, and the unreached indigenous people, guiding them to a
brighter future.
In the preceding example, the assessment supplied by the teacher to the 30 pupils, 5 of whom
are indigenous, is an excellent example since it allows the learners, as diverse as they are, a choice
between Set A and Set B. By emphasizing on individuals as a central element and bearer of rights, this
intercultural approach will promote positive communal life among people of many cultures and
religions. Set A will allow students who respect mayors, councilors, and medical officers to perform their
assessments, whereas Set B will allow indigenous students to conduct their interviews with their
datu/chieftain, community elders, and healers. This can help us understand the students'
communication preferences, skills, and limitations, as well as how these can help or impede us when
talking across cultures.
Intercultural awareness is important to good intercultural communication: knowing that

different cultures have distinct standards and conventions. If you don't understand how your students
communicate, you may make poor decisions as a teacher. Intercultural communication is essential in
schools and education because it avoids ineffective teaching.


TEACHER I-III
TEACHER: ____________________________________
DAISY DJ. MIRANDA

RATER: _______________________________________ SUBJECT & GRADE LEVEL: GRADE _______________
9
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
ANNOTATION:
The above activity is a clip from my grade 9 Edukasyon sa Pagpapakatao class, in which
I imagined having a class with indigenous pupils. Part G (Pagpapahalaga) of our topic regarding
determining the best careerResearch or trackCenter forin Senior
Teacher High
Quality (RCTQ) School.
with support from After completing the RIASEC Test
and | determining
S.Y. 2021-2022 Proficient Teacher the proper course or track, I asked the students two questions: 1. Gaano
the Australian Government



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Department of Education: Teacher Reflection Form (TRF) Teacher I-Iii

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Republic of the Philippines

TEACHER REFLECTION FORM (TRF)

DAISY DJ. MIRANDA

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

Intercultural awareness is important to good intercultural communication: knowing that

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

DAISY DJ. MIRANDA

This tool was developed through the Philippine National

This tool was developed through the Philippine National

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