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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Cindy Rose D. Ruiz DATE SUBMITTED: April 26, 2024
RATER: Roberto Barientos SUBJECT & GRADE LEVEL: MAPEH 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 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 a teacher I will give each task precise, concise directions that are divided into smaller,
more doable parts. Clara may be better able to comprehend and complete activities with this
assistance. I will also utilize visual aids such as diagrams, charts, or pictures to supplement verbal
instructions. Visuals can enhance comprehension and provide additional support for Clara's learning style.
I’ll also offer written instructions alongside verbal instructions to cater to different learning preferences.
Written instructions can serve as a reference for Clara to consult if she forgets or becomes distracted
during tasks. Repeating important instructions multiple times and reinforce them through various means,
such as verbal repetition, written reminders, or interactive exercises. This can help Clara retain information
more effectively.

I should also incorporate multisensory learning experiences that engage different senses, such as
hands-on activities, movement-based exercises, or interactive games. This can cater to Clara's diverse
learning needs and promote active participation in classroom activities. The benefits of multisensory
learning have been verified by contemporary research in cognitive science.

A 2018 study using fMRI technology, which measures brain activity by detecting changes in blood
flow, found that children with the strongest literacy skills had more interactivity between different regions in
their brain. This suggests that reading is a whole-brain skill and that future developments in literacy
instruction should use a multisensory approach. One emergent literacy skill that multisensory learning can
help teach is connecting print letters with the oral alphabet. To use multiple intelligences in the classroom,
try linking your lesson plans to at least two different types of intelligences and sensory strategies. You
could, for example, teach your students a song about the alphabet. Not only would this pair musical and
linguistic intelligences, but it would also engage your students’ auditory and visual senses while learning
about letters. Making the most of multisensory learning and the multiple intelligences theory is a great way
to help all of your students learn in a way that plays to their strengths.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 2

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: Cindy Rose D. Ruiz DATE SUBMITTED: April 26, 2024
RATER: Roberto Barientos SUBJECT & GRADE LEVEL: MAPEH 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 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
MELC : Engages in moderate to vigorous physical activities for at least 60 minutes a day in and
out of school (PE10PF - IIc - h -45)
Content Standard: The learner demonstrates understanding of lifestyle and weight management
to promote societal fitness.
OBJECTIVES: At the end of the lesson the students should be able to:
1. identify the hiphop dance and styles.

SUBJECT MATTER:
Topic: Active Recreation
Subtopic: Hiphop Dance
Reference: Learner’s Material in Grade 10 Physical Education and Health, pages 114-116.
Materials: Laptop, Smart TV, PowerPoint Presentation, Chalk and short bond paper.

PROCEDURE/METHODOLOGY
 PRELIMINARIES
a) Opening Prayer
b) Greetings
c) Checking of Attendance
d) Setting of Standards/Safety Reminders

 PRESENTATION OF THE LESSON

a) Activity: Let’s Get Dance!
Teacher will play a random music and dance first. The students will follow, whatever
the last steps done by the last dancer, will be copied by the next and he must add another
stepping. The game shall continue until the music ends.
Solo Choreography Project: Gifted and talented learners will have the opportunity to explore their individual
creativity and showcase their technical proficiency through solo choreography.

This tool was developed through the Philippine National

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

YOUR ANNOTATIONS

 Abstraction
Popular Hip-Hop Dance Styles
Breaking (B-boying)
Toprock
Utilizes a mixture of steps performed while standing up and moving to the beat.
Downrock
Consists of footwork performed with the hands and close to the ground.
Freezes
Involves transitioning suddenly from a motion to a still position and holding it to the beat.
Popping
Boogaloo
Known for its fluid and rolling movements of the hips, chest, and shoulders.
Ticking
Emphasizes the robotic and mechanical movements, often creating the illusion of a ticking motion.
Wave
Characterized by smooth and continuous body waves that flow throughout the dancer's body.
Locking
Wrist Twists
Unique hand gestures and handshakes that are characteristic of locking.
Points
Movements where the dancer points to various directions with precision and rhythm.
Locks
Staccato, quick and distinct arm and leg movements executed with sharp stops.
Krumping
Energetic
Known for its high energy level and powerful movements, conveying raw emotions through each
step.
Freestyle
Emphasizes individual expression and creativity, allowing dancers to channel their emotions freely.

 Application:
a) Hip-hop Dance Challenge
Students who loves to dance should make a dance routine and choose their music.

b) Draw the different hip-hop dance styles

The students who loves to draw can illustrates the different dance styles and
techniques.

c) Make a report about the topic

Students who can’t dance and draw can record a video of them discussing about the
topic.

Differentiated Instruction: While all students will engage in dance activities, gifted and talented learners will
receive additional support and opportunities for artistic exploration tailored to their advanced dance abilities.

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: Cindy Rose D. Ruiz DATE SUBMITTED: April 26, 2024
RATER: Roberto Barientos SUBJECT & GRADE LEVEL: MAPEH 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.

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

YOUR REFLECTIONS

Culturally responsive assessment is an approach that acknowledges and respects the cultural
backgrounds, values, and ways of learning of indigenous learners. It involves adapting assessment
methods to be relevant, meaningful, and sensitive to the needs and experiences of indigenous students. I
can see that on this assessment, the teacher gave importance to all the roles of everyone in the
community. He/she even includes the indigenous people leaders. The teacher uses the storytelling strategy
wherein a central aspect of many indigenous cultures, serving as a means of transmitting knowledge,
traditions, and values from one generation to another. In assessment, students can be encouraged to share
their personal stories, oral histories, or traditional narratives related to the topic being studied. This allows
students to demonstrate their understanding of concepts in a culturally meaningful way and honors the
importance of oral tradition.

But, there are so many ways to use as an assessment.

 Artwork: Art holds significant cultural and spiritual significance in many indigenous communities.
Providing opportunities for students to express their learning through artwork allows them to tap into
their creativity and cultural identity. Students can create traditional artwork, such as paintings,
drawings, beadwork, or pottery, that reflects their understanding of academic concepts. Art-based
assessments not only provide alternative means of expression but also highlight the richness and
diversity of indigenous cultural heritage.

This tool was developed through the Philippine National

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

 Community-Based Projects: Engaging students in community-based projects that address local issues
or concerns allows them to apply academic knowledge and skills to real-life contexts within their
indigenous communities. Assessment can be based on the impact and relevance of these projects to
the community, as well as students' ability to collaborate effectively and demonstrate cultural sensitivity
in their approach.

 Reflective Journals or Portfolios: Providing students with opportunities to maintain reflective journals or
portfolios allows them to document their learning experiences, insights, and growth over time. In these
journals or portfolios, students can reflect on how their cultural background influences their learning,
perspectives, and identity development. This self-reflective process encourages metacognition and
helps students make connections between academic content and their cultural experiences.

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: Cindy Rose D. Ruiz DATE SUBMITTED: April 26, 2024
RATER: Roberto Barientos SUBJECT & GRADE LEVEL: MAPEH 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
MELC : Critically analyzes the impact of current health trends, issues, and concerns
(H10HC -IIc - d - 4).
Content Standard: Demonstrates understanding of current health trends, issues and concerns in
the local, regional, and national, levels.
OBJECTIVES: At the end of the lesson the students should be able to:
1 Identify one or two ways to prevent HIV Diseases.

SUBJECT MATTER:
Topic: Health Trends, Issues And Concerns
Subtopic: HIV AIDS
Reference: Learner’s Material in Grade 10 Horizons Music and Arts Appreciation for Young
Filipinos, pages 197-204
Materials: Laptop, Smart TV, PowerPoint Presentation, Chalk and short bond paper.

PROCEDURE/METHODOLOGY
 PRELIMINARIES
e) Opening Prayer
f) Greetings
g) Checking of Attendance
h) Setting of Standards/Safety Reminders

 PRESENTATION OF THE LESSON

b) Activity: Myth or Fact
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 8

YOUR ANNOTATIONS

 Abstraction
Importance of understanding HIV
• R.A 8504, mandates schools to teach students the basics about HIV
• 2016 estimates from the Department of Health show that 62% of new HIV infections come
from young people, 15 to 24 years old.

Immune System
• A collection of cells and substances that defends the body against foreign substances (virus,
bacteria, or other germs) called antigens, and helps keep the body healthy.

Human Immunodeficiency Virus or HIV

• A virus that attacks these CD4 cells and weakens the immune system.
• Once HIV enters the cell, it uses this cell to make copies of itself- a process known as
replication.

Symptoms of HIV
• These symptoms are not because of HIV itself but are due to certain infections caused by the
different bacteria, viruses, and other germs that may attack the body.
• These infections that attack people with HIV are often curable when immediately treated with
proper medications but HIV infection itself cannot be cured.
• A person with HIV whose immune system is already weak and is attacked by infections may
have symptoms ranging from frequent or chronic diarrhea, severe weight loss, on-and-off
fever, night sweats to a severe life-threatening illness.

Guide Question (Indigenous Groups):

 How can medical professionals and leaders of the indigenous community work together to
bridge the gap on HIV within the group?
 Are the leaders of the group knowledgeable of this virus? What are their ways to educate the
community?
 Do you have facilities in your community to cater the needs of the people?

 Application: Slogan Making

This tool was developed through the Philippine National

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