TRF 2 Complete Files

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This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: _ DATESUBMITTED:
RATER: __ SUBJECT & GRADELEVEL:
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.
YOURREFLECTIONS
After knowing that Clara was diagnosed with a learning disability, I’d immediately adjust my
classroom management especially for her. I would place her in the front seat where I can quickly give her
direct instructions and supervisions during class.
Given the actions shown by Clara, I can relate it to ADHD or Attention deficit hyperactivity disorder
where children often have problems sitting still, staying focused, following instructions, staying
organized, and completing homework.
In terms of learning, I would make my instructions simple, direct, and easy to understand. I would
also wait for her to generate her thoughts and encourage her to share it without hesitations. As much as
possible, I would monitor her throughout the activity to make sure that she would finish the activity with
confidence and pride.

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RPMS SY 2021-2022

TEACHER I-III
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.
I. OBJECTIVES 1. Identify the different properties of matter that can help you determine
whether it is harmful or useful.
2. Enumerate useful and harmful materials at home and in school.
3. Differentiate useful from harmful materials.
A. Content Standards Properties of materials to determine whether they are useful or harmful
B. Performance Standards Uses local, recyclable solid and/or liquid materials in making useful products
C. Most Essential Learning Use the properties of materials whether they are useful or harmful
Competencies( MELC
)
D. Enabling Competencies N/A
II. CONTENT Recognizing Usefuland Harmful Materials
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide Pages TG week 1&2
b. Learner’s Materials Pages LM week 1&2
c. Textbook Pages Science Beyond Borders, Cyber Science 5
d. Additional Materials from Science Grade 5
Learning Resources PIVOT IV-A Learner’s Material
First Quarter
First Edition, 2020
B. List of Learning MELCs and BOW, Modules in Science 5
Resources for
Development and
Engagement Activities
IV PROCEDURES
A. Introduction Directions: Determine which of the activities below is desirable or harmful.
Write D if desirable or H if harmful.
____1. Placing the biodegradable wastes in the compost pit

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____2. Smelling the fumes exhausted by cars
____3. Using broken glass to cut paper
____4. Covering the textbook with acetate
____5. Burning plastic bottles
Directions: The pictures in Column I are materials you commonly see at

home or in school. Match the image of materials listed in Column I with
their usefulness/harmfulness in Column II.
*Annotation: Using these simple tests will let the teacher the prior
knowledge of the students and identify those who are advanced, gifted, or
talented.

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B. Development
*Annotation: These tests will let the gifted learners classify the useful and
harmful materials which is obviously simply for them. The follow-up
questions will then allow them to reason out their answers as the teacher
gauge them based on how they think and deliver.

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C. Engagement
*Annotation: Constructing sentences based on the materials they listed

will let them justify their answers.

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RPMS SY 2021-2022

TEACHER I-III
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. communityelders
3. medicalofficers 3. healers
Considering that the teaching strategy should be culturally appropriate of the learners from
indigenous groups, I believe that the given assessment activity will address the cultural differences of the
learners in the classroom.
The activity will make the learners in the classroom to feel equal with one another. It will also
provide avenue for the learners from the indigenous groups to bring pride to their roots and spread the
importance of the community roles from their groups. This is a clear example of inclusive education.
In case that there are different types of indigenous groups, it is only just to add more options to the
assessment.

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RPMS SY 2021-2022

TEACHER I-III
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 usingnational
mandates on indigenous peoples education (IPEd) asreference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) EducationPolicy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education CurriculumFramework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.
I. LAYUNIN  Makapagbahagi ng karanasan o saloobin

 Makapagbigay ng halimbawa ng paraan kung paano magpahayag ng saloobin
 Mapahalagahan ang aralin sa pagpapahayag ng sariling saloobin
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagkakaroon ng mapanuring
pag-iisip sa pagpapahayag at pagganap ng anumang gawain na may kinalaman sa
sarili at sa pamilyang kinabibilangan
B. Pamantayan sa pagganap Naisasagawa ang mga kilos,gawain at pahayag na may kabutihan at katotohanan
C. Mga Kasanayan sa Pagkakatuto 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng:
7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong pamilya, at iba pa
EsP5PKP –Ih -35
D. Pinakamahalagang Kasanayan sa 7. Nakapagpapahayag ng katotohanan kahit masakit sa kalooban gaya ng:
Pagkakatuto (MELC) 7.1. pagkuha ng pag-aari ng iba
7.2. pangongopya sa oras ng pagsusulit
7.3. pagsisinungaling sa sinumang miyembrong pamilya, at iba pa
EsP5PKP –Ih -35
E. Pagpapaganang Kasanayan
II. NILALAMAN Pagpapahayag ng Saloobin
III. KAGAMITANG PANTURO
IV. PAMAMARAAN

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A. Panimula
*Annotation: The words used are acceptable for all learners. The words
will not, in any way, harm the beliefs of the IP’s learners.
B. Pagpapaunlad Kaya mo bang ipahayag ang nais sabihin? Naglalakas loob ka bang
punahin ang mga maling ginagawa ng iba?
Ang pagpapahayag ng saloobin ay ang pagsasabi ng iyong totoong
naiisip at nararamdaman. Ito ay ang iyong mga puna sa sarili at sa iba na
dapat maipalam. Layunin ng pagpapahayag ang makatulong upang
makapagbigay linaw sa kaisipan, malaman ang katotohanan, makatulong
sa paglutas ng mga suliranin at makatulong sa pagbabago ng tao tungo sa
pagiging mas mabuti.
Sa kabilang banda, madalas ay ayaw ng mga tao na napagsasabihan.
Karamihan ay nagagalit o kaya ay nagdaramdam kapag may punang
binanggit tungkol sa kanila. Dahil dito, may ilang ayaw na ring
magpahayag ng saloobin o damdamin sa takot na baka sila pa ang
magmukhang masama.
Ikaw, magsasabi ka pa rin ng saloobin o hihinto na rin? Kung ikaw
ang pagsasabihan ng iba, paano mo ito tatanggapin?
Narito ang mga dapat mong tandaan sa pagpapahayag ng iyong
saloobin:
magkaroon ng mabuting hangarin sa pagpapahayag
pag-isipan munang mabuti ang sasabihin
alamin muna ang katotohanan bago magsalita
maging magalang sa kausap at ipakita ang respeto
maging marahan sa pananalita upang hindi makasakit
Kung ikaw naman ang tatanggap ng opinyon o puna ng iba,

kinakailangan mong:
maging bukas ang puso at isipan sa pagtanggap
ipakita ang paggalang sa kausap
pag-isipan kung totoo ang puna o pahayag
magpasalamat sa puna o payo
gamitin ang puna upang makapagbago
Minsan ay masakit marinig ang katotohanan subalit kailangan mong

magpakatatag. Mahirap man na punahin mo ang iba dahil baka maging
simula ito ng hindi pagkakaunawaan, kailangang magawa mo ito ng
maayos at maipaunawa. Pinakamahalagang maging tapat at totoo.
Maliban sa mga nabanggit, may naiisip ka pa bang maidaragdag sa
mga ito? Gawin ang gawain sa ibaba.
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*Annotation: This activity will allow all learners to freely express their
thoughts and feelings on the subject matter and even add more.
C. Pakikipagpalihan Naranasan mo na bang magpahayag ng puna o makatanggap ng saloobin
ng iba? Ano ang iyong ginawa?
*Annotation: This will allow learners from indigenous groups to share

their personal experiences with the class.
D. Paglalapat Laging atandaan na kaya ka nagpapahayag ng saloobin ay dahil

gusto mong makatulong upang magbago ang isang tao. Siguruhing ikaw
ay may paggalang o respeto habang sinasabi mo sa iba ang iyong opinyon o
ideya.
Gawain sa Pagkatuto Bilang 6: Sagutin ang mga sumusunod ayon sa iyong
natutuhan sa araling ito. Isulat ang letra ng sagot sa iyong kuwaderno.
1. Ito ay ang pagsasabi ng iyong totoong naiisip at nararamdaman.
A. pagpapahayag ng saloobin C. pagrereklamo sa iba
B. pakikipag-away sa iba D. pagiging madaldal
2. Ang mga sumusunod ay pagpapakita ng tamang pagpapahayag ng
saloobin, MALIBAN sa _____
A. pag-isipan munang mabuti ang sasabihin
B. alamin muna ang katotohanan bago magsalita
C. maging magalang sa kausap at ipakita ang respeto
D. maging marahas sa pananalita upang hindi makasakit
3. Kapag ikaw ay tatanggap ng puna mula sa iba, dapat na _____
A. gamitin ang puna upang makapagbago
B. ipakita ang paggalang sa kausap
C. magpasalamat sa puna o payo
D. lahat ng nabanggit
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4. Nagalit si Kim ng bigyan ng payo ni Arianne na iwasan ang pagsasalita
ng masama o pagmumura. Ang ginawa ni Kim ay _____
A. tama B. mali C. okay lang D. maayos
5. Pinakamahalaga sa pagpapahayag ng saloobin ang maging _____
A. tapat at totoo C. mapagkunwari
B. mapanakit D. malihim at tahimik
TEACHER REFLECTION FORM
OBJECTIVE 9
Based on the scenario given, Clara is suffering from Attention Deficit Hyperactivity
Disorder (ADHD) (Types of Learning Disabilities: Discover 10 Common Learning
Disabilities, 2022). Clara would likely become attention seeking in class, unable to focus, unable to
accomplish complex learning goals, hyperactive, and unable to follow instructions. Clara’s attention span
would be very short.
In order to cater and deliver quality instruction to students with Learning Disability, particularly ADHD like
Clara, teaching strategies must also be suited to their learning needs. Assuming that Clara is in my English 8
class, here are some adjustments I would make in my instruction so that Clara can learn just like the rest of
the students:
Classroom Management, Before the start of the lesson, I would see to it that Clara is seated away from the
things that might distract her like windows, doors and other displays in the classroom. She is already
struggling to focus, so any distractions in the classroom should be away from her. I would seat her in the
middle, and if possible, near me so that I can keep an eye on her, this will compel Clara to slightly focus on
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class. I would also explain the rules and expected behavior in class and the consequences if rules are not
followed. Clara will also be rewarded by her positive behaviors and get consequences for not following the
rules. According to an article 8 Simple School Strategies for Students With ADHD, students with ADHD get
benefit from reward and punishment reinforcement.
Lesson Delivery. My lesson must be presented in simple language, and if possible be presented in charts,
graphs, pictures, or other illustrations to facilitate her understanding of the concept. All the important concepts
must also be given time early on the lesson, this calls for an inductive approach of lesson delivery. Clara’s
attention span would be so short, that is why it is important that she perform skills or learn concepts in the
onset of the lesson, before she loses interest and focus altogether.
Likewise, this is however true to all, information or concept of the lesson must be in chunks so that they can
absorb it, most especially Clara. Complex concepts must be divided into small learning concepts to ensure
that students like Clara can still understand it.
Grammar Practice. In drills and Grammar Practice, Clara will be given drills and practice sheets with gradual
difficulty. This will help capture the interest and attention of Clara because she will perform an activity that she
can accomplish and understand. Instructions would also be repeated because Clara would likely forget the
instructions on the practice.
In performance activities, I would use a graphic organizer to chart the step-by-step method of activity.
Students with ADHD often lose interest in activities when unsupervised or lose their focus. By guiding them
with visuals as instruction in the activity, students like Clara would be reinforced to do the activity because
they have visuals to follow and I would also constantly monitor and give her extra attention.
Clara will also not be forced to answer questions which needed long verbal explanation so as not to
embarrass or demotivate her. In English, students are asked to explain their answers to develop Language
ability, Clara would be exempted to this but will find other ways to allow her to speak and develop oral
language abilities.
I would also give Clara a constant Feedback on her activity to motivate her even more to give attention to her
learning tasks.
DepEd provides an equal opportunity for learning to Children with Disability or what we call Inclusive
Education, “DO 72, s. 2009-Inclusive Education as Strategy for Increasing Participation Rate of Children ''. As
a teacher, I recognize my immense responsibility in providing quality and equal opportunity of learning to
students with disabilities. By providing a suitable lesson delivery, I would ensure that students like Clara
would be allowed to have access to equal and quality learning experiences in my class.
TEACHER REFLECTION FORM
OBJECTIVE 10
The task given to the students is to research the roles of the given workers in the community
by asking their parents or anyone with knowledge of the roles. It is divided into 2 sets. The
Set A used the terms which are familiar to the modern community, while the Set B used
terms that are familiar in the older or indigenous community.
For my classroom with a presence of Indigenous students, this type of assessment promotes
culture- sensitivity, fairness, inclusivity, contextualization and is very much, with respect to
how IP students must be assessed, appropriate.
This kind of assessment is very appropriate to my classroom which has Indigenous students
because it acknowledges the culture of these learners. According to an article, Ways of
teaching & engaging Aboriginal students in an effective classroom with IP students must be
culturally relevant and responsive. The assessment test reflects the teacher’s knowledge
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and sensitivity to the culture of the IPs by including their own culture and vocabulary in the
assessment test. Further, the assessment also did not ask the learners to use technology to
find out the roles of these people in the community but instead, the teacher asked them to
utilize the community itself and elders to provide the answers. This hits two birds; one, the
teacher acknowledges that not all students, specially IPs have computers or gadgets to
search for the answers, this is very much appropriate in teaching students from Indigenous
Groups, second, it involves community members which is a very strong strategy for teaching
Indigenous students (Korff, 2021). This kind of assessment also, respective of the culture
and the stronger presence of contextualization in our curriculum shows that the teacher did
not limit the IP learners to their own culture and vocabulary but also introduced the culture
and vocabulary of non-IP community and the same goes for the non-IP students in the class.
The type of assessment given also develops students' HOTs or Higher Order Thinking Skills
in my class. According to various articles, in order for the students in the Indigenous Group
to thrive a teacher must set a high standard for them and expect them to succeed. The
assessment shows that the teacher expects everyone to explain the roles they will gather
and that is developing the reasoning ability and critical thinking of not only the IP students
but all of the students in class.
As a teacher, we sometimes forget that there are IP students who are in the mainstream
class who need a unique approach of teaching and assessment. This shows in many
research studies that tell us that the needs of these children are not being addressed.
However, there are revolutionary movements for Indigenous People especially in the Basic
Education. Our curriculum advocates inclusivity, fairness, and culture-sensitivity to all
students and to the groups they belong (DO 32, S. 2015, DO 72, s. 2009, DO 101, S. 2010).
The Assessment given as an example in this reflection form is one way of showing us how to
provide a proper and valid assessment test to all our students irrespective of their community
groups. It also shows how different the IP students may look at things and concepts learned
in school. For the IPs, the elders and community are very fundamental to their existence and
therefore, for the teaching instruction and assessment to be successful for this type of
learners, the tasks of the learners must allow them to function in society and enable them to
utilize their own culture and environment.
To retrospect, we should always remember that assessment strategy must be in consonance

with the teaching strategy in order to really assess if the objectives based on the
competencies prescribed by our curriculum are being carried out in our lesson. In order to
address the learning needs of our students in Indigenous Groups we must make all the parts
of our lesson culture-sensitive, inclusive and conducive for them bearing in mind that these
students are the future of our country.


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1

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADELEVEL:

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADELEVEL:

____1. Placing the biodegradable wastes in the compost pit

Directions: The pictures in Column I are materials you commonly see at

This tool was developed through the Philippine National

This tool was developed through the Philippine National

*Annotation: Constructing sentences based on the materials they listed

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADELEVEL:

This tool was developed through the Philippine National

TEACHER REFLECTION FORM (TRF)

RATER: __ SUBJECT & GRADELEVEL:

I. LAYUNIN  Makapagbahagi ng karanasan o saloobin

This tool was developed through the Philippine National

Kung ikaw naman ang tatanggap ng opinyon o puna ng iba,

Minsan ay masakit marinig ang katotohanan subalit kailangan mong

*Annotation: This will allow learners from indigenous groups to share

D. Paglalapat Laging atandaan na kaya ka nagpapahayag ng saloobin ay dahil

TEACHER REFLECTION FORM

TEACHER REFLECTION FORM

To retrospect, we should always remember that assessment strategy must be in consonance

This tool was developed through the Philippine National

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