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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: KRISPRIFHE C. DAVID _ DATE SUBMITTED:

RATER: JOCELYN B. PAREJO __ SUBJECT & GRADE LEVEL: MAPEH 8

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.

MY REFLECTIONS

A learning disability that can be usually observed on some learners is

Attention-Deficit-Hyperactivity Disorder or commonly known as ADHD. It is a
condition where impulsivity, inattentiveness, and hyperactivity interferer with
day-to-day activities and task performance. Learners with ADHD often have
issues with their studies therefore it's essential for teachers to make
adjustments that are appropriate for the learner’s condition.

As Clara’s teacher, since she suffers from restlessness and being

unfocused in class, it will be good for her to be engaging in activities such as
dancing to get her attention and make her focus on the lesson. Together with
her groupmates, they will create a few formations on their presentations which
I know she would be willing to participate into. That way, I am also instilling
collaboration, cooperation, and accountability among the students.

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
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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: KRISPRIFHE C. DAVID _ DATE SUBMITTED:

RATER: JOCELYN B. PAREJO __ SUBJECT & GRADE LEVEL: MAPEH 8

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.

MY ANNOTATIONS

I introduced the calisthenics program “Galaw Pilipinas” to the students. During the
teaching of the sequence of steps, students with ADHD were very eager to learn and
participate. This activity is a great avenue for them to release their energy while they
are enjoying together with their classmates.

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: KRISPRIFHE C. DAVID DATE SUBMITTED:
RATER: JOCELYN B. PAREJO SUBJECT & GRADE LEVEL: MAPEH 8
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

MY REFLECTIONS

Indigenous people are distinct social and cultural group that share collective
ancestral to the lands and natural resources where they live, occupy or from which
they have been displaced. In a class, diversity of learners is possible. Promoting
awareness and creating a personal connection with diverse cultures in the
classroom can prevent students from developing prejudices later in life. It allows
them to empathize with people with different race or cultural group they may face.
(The Importance of Diversity and Cultural Awareness in the Classroom).
This assessment is appropriate for a class of 30 learners where five belongs
to an indigenous group. They can actively perform the assessment by choosing
either of the sets given. It would not be difficult for the five learners to perform the
assessment since they can choose to ask from the datu they know or the
community leaders in their respective communities and even the healers settling
in their areas. Through this assessment, interpersonal skills of the learners will be
enhanced and so with their self- confidence.

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: KRISPRIFHE C. DAVID DATE SUBMITTED:
RATER: JOCELYN B. PAREJO SUBJECT & GRADE LEVEL: MAPEH 8
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.

MY ANNOTATIONS

A part of my lesson specifically in the evaluation gives question on the importance

of preserving our “Inug-og Festival” and “Pasungko Festival”. We all know that
we celebrate this Festival every October and November accordingly. This
commemorates our culture and tradition which we got from our Subanen people.

This tool was developed through the Philippine National

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

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