objective 9tiangco

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Katrina Isabel V. Tiangco DATE SUBMITTED: Jul 11, 2022
RATER: Ma’am Carol A. Cepillo
SUBJECT & GRADE LEVEL: English 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.

YOUR REFLECTIONS

For several weeks, I have observed that Clara cannot maintain focus and has been having difficulty
understanding and following instructions and directions. She is often quiet and has trouble expressing her
thoughts. Her parents have informed me that she’s diagnosed with Language Processing Disorder just
recently. I told her parents that I understand Clara’s situation and thanked them for being open with Clara’s
condition.

Upon learning that Clara has LPD, I did my research about this learning disorder. I learned that this
language disorder affects people's ability to understand speech sounds, construct their thoughts and limits
their ability to converse with other people. They would look “spacey” as it is hard for them to process
language. Luckily, this learning disorder is treatable with speech therapy. Along with this, I have looked for
ways on how I can help Clara during our class. Setting up the class is vital, we must avoid letting her feel
alienated and shamed for not being able to understand the questions or discussions immediately.

From my research, I found that teachers should help students like Clara answer questions. Students
with LPD can answer questions but they have to be given ample amount of time to understand and prepare
their answers. Teachers can warn the students in advance on when they will be called to answer questions.
It would also be better to limit open-ended questions. Questions given the students with LPD should yield
either/or questions. Limiting instances where they had to interpret and explain their answers.

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Katrina Isabel V. Tiangco DATE SUBMITTED: Jul 11, 2022
RATER: Ma’am Carol A. Cepillo
SUBJECT & GRADE LEVEL: English 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.

YOUR ANNOTATIONS















RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Katrina Isabel V. Tiangco DATE SUBMITTED: Jul 11, 2022
RATER: Ma’am Carol A. Cepillo
SUBJECT & GRADE LEVEL: English 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

YOUR REFLECTIONS

Indegenous People are the representation of cultural diversity. Even today with a lot of innovation in
almost everything around us, IPs remain marginalized. The Department of Education says that “there will be
no left behind” in terms of their education. In line with this goal set by Deped, IPs need a strong
representation in education.

The activity given showed inclusion of the IP’s culture. The activity already covered an introduction to
IPs government system, religious beliefs, and just how their community works as a whole. This is an
important activity because not does it only introduces the culture to the rest of the class, who don't belong
under IPS. It also removes the prejudice and clears out questions that can be directly answered by the IP
students.



RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: Katrina Isabel V. Tiangco DATE SUBMITTED:
RATER: ol A. Cepillo SUBJECT & GRADE LEVEL: English

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