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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: EVA O. ABADIANO-ALABAT _ 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
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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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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)

TEACHER I-III
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
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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4

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)

TEACHER I-III
TEACHER: EVA O. ABADIANO- ALABAT DATE SUBMITTED: APRIL 18,2022

RATER: JOSEPHINE M. TAÑOLA __ SUBJECT & GRADE LEVEL: ENGLISH 10

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.

h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set

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

YOUR REFLECTIONS
The Indigenous Peoples Education (IPED) Program is DepEd’s response to the right of indigenous peoples
(IP) 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. Education that reflects their shared
values, feelings principles, and general ideas. Education that not only common learners can access but also
indigenous people’s learners. As a teacher, we should be reminded that inclusive learning and teaching
recognizes all students’ entitlement to a learning experience that respects diversity, enables participation,
removes barriers, anticipates and considers a variety of learning needs and preferences.
In the given situation, I believe the teacher was prepared with his/her lesson to give through consideration
to the five IP learners. It can be observed that the teacher is learner-centered. He/she gave differentiated
activities in which learners were given choices in the assessment activity. With the given assessment, each
learner was given equal opportunity to express their thoughts, principles, and ideas. It was a good assessment
activity, and the teacher had been sensitive towards all of his/her learners both common ones and the learners
from the IP’s.
In this scenario, we are taught to be compassionate and caring, to reflect on our ideas about people from
other cultures, to reflect on our won cultural frames of reference, and to be knowledgeable about other cultures
of our learners. As a teacher, we must be aware of our students’ backgrounds, whether they are from common
families or from the indigenous people families, so that we can meet their needs and ensure that they all have
access to the quality of education we provide. We should recognize the importance of including learner’s
cultural references in all aspects of learning. Learners should all be equally involved and engaged in the
classroom so that no learner will be left behind.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 6

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: EVA O. ABADIANO DATE SUBMITTED: APRIL 18, 2022

RATER: JOSEPHINE M. TAÑOLA __ SUBJECT & GRADE LEVEL: ENGLISH 10

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

The plan that I have has the integration of IP culture which can be seen in Presenting
examples/instances of the new lesson. In the questions posted in the board students will be able to
analyze whether the given scenario is fair or unfair. The teacher was able to process students answers
and be able to provide answers to the scenarios and eventually provide the definition of Bias and
Prejudice. As a teacher I believe that we should treat each student with fairness and that favoritism is
taboo inside the classroom.

Note: Please see attached lesson plan at the back.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government