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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 #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 REFLECTION
Clara’s condition of being restless or unfocused in class has been confirmed upon
conference with her parents that she was clinically diagnosed with Attention-Deficit / Hyperactivity
Disorder (ADHD). Knowing this, I developed a strategy to cater her academic and behavioral
needs to help her achieve optimum learning despite her challenge.

I opted to design a learning plan which serves as a tool in dealing with Clara’s
condition. The plan will focus on (a) evaluating Clara’s academic and behavioral needs and
strengths, and (b) selecting appropriate instructional practices based on prior observations on her
performance. Specifically, this learning plan was designed for Clara and was developed according
to her individual needs and strengths.
In terms of Clara’s academic and behavioral needs, in reference from her previous
class performances, Clara can easily understand the lessons and instructions of the teacher. Also,
her academic aptitude is on par with her classmates. However, it was evident that she has been
restless and becomes unfocused (short attention span) in the middle of discussions. On the other
hand, she was observed to be creative, inventive, and resourceful. She was energetic and
spontaneous.
After careful observation and analysis of Clara’s academic and behavioral needs and
strengths, I selected strategies based on suggested learning activities for learners with ADHD. At
the start of the class, I will orient her with the activities and expectations for the day. She will be
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
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given a checklist of activities so she can set her learning and behavioral expectations for the
session. During the class, various strategies such as setting up visible countdown timers for every
activity, using of audiovisual materials (video clips, PowerPoint presentations), grouping the class
to smaller units to promote student engagement and collaboration, and use of manipulatives
(assistive technology) to encourage self-learning (i.e., Classpoint, mock-ups, realia). Also, the
activities will focus on output-based tasks which will be presented to the class. During activities, I
will closely monitor and correct any misconceptions to ensure that she managed to achieve the
objectives.
By the end of the class discussion, with my guidance, Clara will evaluate her
accomplishments based on the checklist given before the class. This will also help her to check
her performance in class. Positive praises will be given to her for every accomplished tasks. I will
also give her a preview of the next lesson to allow her to set her own expectations.
After the session, I will evaluate the strategies applied to Clara. This will help me to
further develop/improve strategies that best suits her condition.

Reference:
Teaching children with attention deficit hyperactivity disorder: Instructional strategies and
practices. (2006). Teaching Children with Attention Deficit Hyperactivity Disorder:
Instructional Strategies and Practices. https://doi.org/10.1037/e588242011-001

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

TOPIC: ADAPTATION AND ECOLOGICAL STABILITY (BIODIVERSITY) (Please see the attached DLL)
Learning Competencies: Learners are expected to explain how species diversity increases the
probability of adaptation and survival of organisms in changing environments. S10LT-IIIh-41

IV. PROCEDURE ANNOTATIONS

Instead of simply identifying the type of Ecological relationship presented in
ELICIT the given illustration, the gifted student will explain the type of relationship
observed in the illustration.
The gifted student will share additional ideas based on other news
ENGAGE
reports/article that will support the information presented in the video.
Instead of joining the groups to accomplish the specific tasks, the gifted
EXPLORE
learners will work on all tasks to allow academic rigor.
The gifted leaners should be able to answer and provide additional
EXPLAIN
explanations to the questions asked.
The gifted learners should be able to provide evidence of why the Marikina
ELABORATE
River was considered to have “Dying Biodiversity”.
The gifted leaners should provide explanations for each item to support their
EVALUATE
answer.
The task of the gifted leaners is to create a research proposal that may help
EXTEND
solve the current condition of biodiversity in the Marikina River.

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
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 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

The given activity was appropriate to culturally diverse learners because it overcomes
language barrier among them. This also allows learners to be aware of the regional/cultural terms
used by each group to avoid misinterpretation, promote culture sensitivity and respect. In addition,
the “explain why these are important roles” allows them to explore each culture.

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: 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 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

TOPIC: ADAPTATION AND ECOLOGICAL STABILITY (BIODIVERSITY) (Please see the attached DLL)
Learning Competencies: Learners are expected to explain how species diversity increases the probability
of adaptation and survival of organisms in changing environments. S10LT-IIIh-
41

Photo retrieved from https://foundation.abs-cbn.com/rehabilitation-projects/article/pid-1495780323835/cid-1469162714827/gusto-kong-mag-aral-goes-to-zambales/

Aetas are characterized by their skin color, height, and hair type. They mostly have dark to dark-brown skin, curly hair, and are
usually below five-feet tall. Traditionally, Aetas are hunting and gathering indigenous people.
Reference: Valdeavilla, R. (2018). The Aeta: The first Philippine people. Culture Trip. Retrieved April 16, 2022, from https://theculturetrip.com/asia/philippines/articles/the-aeta-the-first-philippine-people/

IV. PROCEDURE ANNOTATIONS

Show pictures/diagrams ecological relationship that are endemic to
ELICIT
Zambales.
ENGAGE
EXPLORE Modify group 3 learning task with the ecological disturbance that occurred in
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 6
Zambales (landslide).
Reference: Aglibot, J. (2021, July 24). Typhoon Fabian topples trees,
destroys electrical poles in Zambales. Inquirer News. Retrieved
April 16, 2022, from
https://newsinfo.inquirer.net/1463756/typhoon-fabian-topples-
trees-destroys-electrical-poles-in-zambales/amp
EXPLAIN
ELABORATE
EVALUATE
Item 1 in the activity will was meant to allow the learners (Aeta’s) appreciate
EXTEND
their distinct skin color.

This tool was developed through the Philippine National

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