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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: June 28, 2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVE: 7 - MATHEMATICS

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

As educators, it is important for us to be aware of how our students learn. Awareness of

learning differences, especially learning disabilities, is vital and critical. Understanding the learning
skill sets of our students allows us to communicate and teach more effectively.
Clara is one of those students who have difficulty remaining focused on a task that they are
capable of doing. She can be considered as a student with Attention Deficit Disorder (ADD).
Attention Deficit Disorder refers to a child who is not acting out or moving around, and can even look
attentive during a task, but is generally absorbed in his/her own thoughts and daydreams to the point
that he/she gets little done in the amount of time allotted. Some of the characteristics of students with
ADD are easily distracted, no persistence with a task, inconsistent in performance from one day to
another, always have excessive daydreaming during a school related task, needs to have mom next
to him or her in order to finish work and forgetfulness (of previously learned material, daily plans,
etc.).
One of the interventions that can be employ to her is the use of one – on – one tutoring. I
need also to choose activities that does not require mainly independent work. I must also reduce
workbook exercises and busy work, such as copying and repeating math problems. To block out
distracting noise, I will have her listen to classical music softly while working on assignments. I must
always be close to her because teacher’s proximity makes a very big difference in her ability to
This tool was developed through the Philippine National
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 2
1

Students with ADD like Carla don’t transition well, because transitions require more focusing
power. To ensure few errors in answering math problems, let them do all like problems together. This
will greatly decrease their need to focus.
It is also important to involve family members in doing some tasks. Through this approach,
students will get the important one-on-one time that helps him/her be successful. Make sure that the
family member knows the chunking approach, and how to reduce mundane, repetitive tasks.
Another important to teachers is to use more right brain strategies, since these employ color,
humor, weirdness, etc., to put “Velcro” on the information presented. The engaging aspects of this
strategy keeps them interested, and uses less focusing energy.

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 3
1

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 3

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

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

The activities provided by the teacher focuses on the analytical and logical thinking
because gifted and talented students were more active on answering activities that focuses on
higher order thinking skills. In some activities, they will examine the given data and make some
analysis to it.
Other activities focused on solving word problem involving national issues. Students were
also asked to make project proposals based on their analysis that can be applied in school
settings. This activity will not just top their skill in solving word problem but this will also make way
in showing their creative side. Activities for gifted and talented must not focuses only in getting
the final answer. Their activities must be a project – based activity for them to have an application
of their ideas.
Group activity was also adapted in this lesson. This will help students to be critical in
giving ideas and examining the ideas given to them by their group mates. This will also test their
communication skills once they discuss their ideas to their respective group.
This lesson also involves problem-solving questions that were somewhat parallel to
questions provided in Math quiz bee competitions. Brain Caliber, a specific activity in
Engagement part of the lesson, is an activity that will test the students’ level in doing mental
math that was very important in math competitions. This activity will also train students in quiz
bee competition setting wherein gifted and talented students were the participants.

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 4

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 54

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 6

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

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

YOUR REFLECTIONS

Every indigenous people have the right to basic education that is responsive to their context,
respects their identities, and promotes the value of their indigenous knowledge, skills, and other
aspects of their cultural heritage.
The activity provided by the teachers allow every student to know more about the culture of
different indigenous people here in our country. This also be a way to introduce the various cultures
that is present in the Philippines.
This also showed that the teacher considered the demographic profile of students while
crafting
the lesson plan. This is one of the important things that the teacher must do while planning the
lesson
in order to choose the best strategy that he/she will use for his/ her class. The teacher also focused
also on a student – centered instructions wherein differentiated instruction was applied. The
students
were given the chance to answer the assessment based on the student’s preference.

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 7

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

The provided activity of the teacher would be better if the students will also be given the
chance to share his/ her research to the class for them to know the culture of the IP students. In
this way, both group of students will learn the culture of one another.

The intercultural approach used by the teacher will create a positive community life
between individuals from various cultures and religions by focusing on individuals as a central
element and holders of rights. This is a way on understanding the students’ preferences, strengths
and weaknesses when communicating and how these can help or hinder us when communicating
across cultures. This will also will make a way on intercultural awareness, an understanding that
different cultures have different standards and norms. Intercultural communication is vital in school
and education because it gives us a deeper understanding of our culture.

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 86

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 9

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

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

Consistent with the mandate of the Department of Education to provide inclusive

education for all especially to Indigenous People of the Philippines, the teacher include an activity
that discusses the culture of the IP that can be found in the Assimilation part of the Daily Lesson
Log (DLL).
The integration of music as part of the culture of the indigenous people shows the beauty
of our culture. Music reflects the indigenous people’s culture, tradition and even their everyday
life. It can be a way to tell a story and history of the different tribes in the Philippines.
“Be Aware, Make an Action” activity shows the list of the musical instruments used by the
indigenous people in the Philippines and its descriptions. In this activity, the teacher will also
show a video where a group of T’boli (Indigenous group) plays different instrument for the
students appreciate the beauty of the different musical instruments.
As part of the integration, students were asked to find the mean, median and mode of
the number of musical instruments based on the given data. Meanwhile, the provided activity also
have appreciation of the cultures wherein students were asked to make some suggestions on
how they will preserve the culture and how they will introduce the different musical instruments to
the youth today.

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 1
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

This tool was developed through the Philippine National

This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
Research Center for Teacher Quality (RCTQ) with
from the Australian Government
support from the Australian Government
 1
1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ABIGAIL A. PEJI DATE SUBMITTED: JUNE 28,2022

RATER: REMIGIO Y. GARCIA SUBJECT & GRADE LEVEL : 7- MATHEMATICS

This tool was developed through the Philippine National

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