1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ________JESSIE F VELASQUEZ JR______ DATE SUBMITTED: _____JULY 19, 2022_____

RATER: __________SEPHTRELYN A. LIBAN________ SUBJECT & GRADE LEVEL: _______TD-7 __

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 I am reflecting with Clara’s situation, and after having a deep conversation with her parents, we
suspected that Clara is suffering from a certain learning disability. After analyzing her situation, I decided to search
the internet on the different learning disabilities. I found out that Clara has AUDITORY PROCESSING DISORDER
(APD). Kids with this condition, also known as central auditory processing which learner’s can’t understand what
they hear in the same way other kids do. This is because their ears and brain don’t fully coordinate.
(https://kidshealth.org)

Since I need to be familiar with this kind of learning disability, I had to learn further on how to deal with
students having the same learning disability. I decided to make my teaching strategies more meaningful and
interesting by implementing the following strategies:

1. I will position Clara toward the front of the class if possible.

2. Call her attention and I will ensure silence before giving instructions.
3. I will encourage Clara to have an eye-contact when listening.
4. I will reduce background noise where possible.

So, to make my lesson interesting to her and for her to get involved in the discussions and activities, I will
make an activity which may lead her to use her other senses to do the activities and to finish the tasks like:

1.Visual cues
2. Sequencing Activities

As a teacher, I need to be more flexible in making activities and I also need to know the background of my
learners so that I would be able to determine their needs. After having been implemented all these with Clara, it is
my hope that she will be able to cope with all the activities and more especially she will enjoy her studies despite of
her condition.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
 2

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: _______JESSIE F VELASQUEZ JR______ DATE SUBMITTED: _____JULY 19, 2022________

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

RATER: _________SEPTHRELYN A. LIBAN_________ SUBJECT & GRADE LEVEL: _____TD-7 _____

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

For gifted and talented learners, they will be asked to

recap the previous lesson by doing it using Multi-
Intelligences. Some will do it with a song, a poem, and
others will do it by an illustration or drawing. Others
may answer the questions with HOTS application.

Gifted and talented learners may do the explanation of

the correct procedures in using the technical drawing
tools appropriately.

Gifted and talented learners may opt to advance to

sketching activities on identifying appropriate tool for
drawing.

Gifted and talented learners may do the processing and

act as facilitators of competitive game regarding the
lesson at hand.

Gifted and talented learners may demonstrate their

outputs while explaining the importance of the lesson
on their own video clips uploaded to the google
classroom.

Gifted and talented learners may cite scenarios in life

where using the right tools are vital in keeping their
drawings in top caliber.

Gifted and talented learners may demonstrate their

outputs while explaining the importance of the lesson
on their own video clips uploaded to the google
classroom.

Gifted and Talented learners will be grouped according

to their intelligence and will do the wrap-up using MI’s

Gifted and Talented learners will be tasked to upload tutorials in the

google classroom using their own styles and techniques that are
beyond the stipulated performance standard.

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

i. Finding practical applications of concepts and skills in daily living:

- The teacher reminded the students to always make the measurement accurate so that they can come up with
the desired result and explain the meaning of the saying “ MEASURE TWICE, CUT ONCE”
a. Making generalization and abstraction about the lesson:
- The teacher wrapped up the lesson by enumerating the three ways of taking body measurements and stating
all the different body arts to be measured.
b. Evaluating Learning:
- The teacher evaluates the output of the students sent via messenger chat.ed by:

Checked
LEAH B. GACUTAN SEPTHRELYN A. LIBAN
Subject Teacher Master Teacher 1

TEACHER: JESSIE F. VELASQUEZ JR_____________DATE SUBMITTED: _____JULY 29, 2022_______

RATER: _____SEPHTRELYN A. LIBAN_____________ SUBJECT & GRADE LEVEL: _______TD-7 ___

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

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

Assessment is the best way of determining the needs of every learners. It is also a very helpful way of
assessing prior knowledge of the learners and also to determine the strengths and weaknesses of every learner. In
giving assessment, we could easily identify which of the lessons shall be given more attention and what activities
shall be provided for easily understanding during class discussions.

Based on the given activity, learners were given options whether to choose from Set A and Set B which
ever group of roles they prefer to make a research with. They may ask their parents or any leader in their
community about the roles of these group of persons. They may explain the importance of these roles according to
what they observed is happening in their community.

Learners were given set of activities with no discriminating words which may give learners an equal
opportunities to give their ideas about the activities. Learners are also allowed to change the set or group of roles
stated from the choices according to the way they call or addressed their leaders in the community they are living
in, if given set of roles are not applicable to them. The teacher has a thorough consideration in making and giving
activities to the learners. She treated the learners equally and fairly for he/she consideration had given to IP
learners.

As a teacher, we need to be very sensitive with the words we used during the teaching- learning process.
We should also be very careful with the activities we are giving our learners to avoid discrimination among them.
We need to ensure learning is taken place every class discussion and students were able to apply everything they

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

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
 8

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: _LEAH B. GACUTAN_________________ DATE SUBMITTED: _________________________

TEACHER: _____JESSIE F. VELASQUEZ JR__________ DATE SUBMITTE:_JULY 19, 2022

RATER: ____SEPHTRELYN A. LIBAN_________________ SUBJECT & GRADE LEVEL: TD-7

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.

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

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

IP students may opt to use their own language to probe

questions equivalent to the given task.

IP students may choose to compare materials that they

use in their community to the tools presented in the
video clips.

A copy of the questions written in their local dialect will be

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from
attached themodules
in the Australian Government
and outputs of the Indigenous learners
will be collected during the retrieval. They may use their local
 10

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