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RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: ALDRIN F. RAMILO_______________________ DATE SUBMITTED: July 12, 2022___________
RATER: __ SUBJECT & GRADE LEVEL: Research – 10____
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
According to the Walters State Community College (2022), learning disability is a general term that
refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and
use of listening, speaking, reading, writing, reasoning, or mathematical abilities. Learning disabilities are
NOTThenecessarily
teacher willhaving
modify mental
and design the instructions
retardation, nor are based on the
they the identified
result of a poorlearning disability
academic specially the
background,
instructional materials to be
emotional disturbance, lackused by Clara. or visual or auditory acuity problems (Association of Higher
of motivation,
Education and Disability). Simply stated, a LEARNING DISABILITY is a processing difficulty and any of
the Clara, as a may
five senses student with a reading disability may have difficulty with some of the following: decoding
be impaired.
unfamiliar words, understanding what is read, knowing the meaning of words read, maintaining an efficient rate
of reading,
No twofollowing written
individuals withdirections,
a learningidentifying
disability main ideasAdults
are alike. and major
with details.
learning disabilities require careful
clinical assessment to determine (1) the specific nature of their disability and (2) appropriate
These are the strategies.
accommodation suggested strategies:
(Source: College Students with Learning Disabilities: A Student’s Perspective,
Carol Wren & Laura Segal, DePaul University, Chicago, IL)
Encourage Clara to pre-read a chapter before reading it.
FOCUSED: HaveThe Clara
Teacher turnassumed
headingsthat intoClara’s learning
questions usingdisability is due
words like what,to why,
difficulty
and in reading
how. and writing.
The student should
then read to find
READING the correct answer to those questions. Student should highlight the answers to
WRITING
questions formulated from headings.
Clara may benefit from using different colored highlighters: one for main ideas, one for key details,
and another for definitions.
Encourage
LEARNING Clara to become
ACQUISITION BARRIERan active rather than a passive
LEARNING reader.BARRIER
ACQUISITION The student should learn to
ask questions such as:
o"Why am I reading
Confusion of this?"
similar words, o Difficulty with sentence structure,
"What doesusing
difficulty this topic haveproblems
phonics, to do with topics discussed poor earlier?"
grammar, omitted words
reading multi-syllable words
"What principle do these problems illustrate?"
"How can I put this in my own words?" o Frequent spelling errors,
o Slow reading rate and/or difficulty
Ask Clara to use the margins of the text to record key inconsistent
phrases, main spelling, letter
ideas, or definitions.
adjusting
If Clara lacks speed to the knowledge,
background nature of ask her to look reversal
up the subject in an encyclopedia in order to
the reading task
get an overview of it.
o Poorly formed letters, difficulty with
Difficulty with comprehension and
o spacing, capitals, and punctuation
retention of material that is read,
A student with an expressive language disability like Clara may have difficulty with the following tasks
but not with material presented o Difficulty expressing themselves
requiring written languages: expressing themselves clearly
orally
and precisely, using a variety of sentence
clearly and precisely
structures, using mature syntactical patterns, using an appropriate range of words, organizing thoughts, using
punctuation correctly, copying from the board, organizing written information note taking, handwriting, and
spelling.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
These are the suggested strategies: 2
Grade written assignments for ideas only or provide two grades: one for content and one for
technical skills.
Provide advance notice of written assignments. Encourage students to start
assignments early; waiting until the last minute can produce stress which may
aggravate the disability.
Make sure student understands what is being asked in a written assignment. Explain words like
compare and contrast.
Help student decide on a limited, workable topic for a paper.
Provide student with a model of what is expected by sharing strong papers that were written by
other students.
If Clara has a problem with sequencing, require him/her to show you an outline of ideas/information
in the order in which she intends to present them.
Give all instructions both in writing and verbally.
Reference:
About learn about our college. Walters State the Great Smoky Mountains Community College. (n.d.). Retrieved
July 11, 2022, from https://www.ws.edu/student-services/disability/teaching/learning.shtm
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: 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
LEARNING OBJECTIVES OF THE LESSON PLAN
The affective motor is embedded with underlying cognitive anlaysis since gifted learners
are described by Hyde et al. (2011) that they are able to recognize and utilize the levels of
higher thinking as expressed in Bloom’s Taxonomy (Analyzing, Evaluating and Creating). The
psychomotor skills as stated led the students to an advanced output of creating a video in the
given duration. In relation with this, gifted learners synthesize learning experiences to create
new ideas/products. Moreover, they anlayze variety of approaches to creativity and assess
own style to creativity. The cognitive motor is the springboard of the lesson on to what the
topic will be all about and these gifted learners could easily grasp the content of the lesson
ahead. This is true as they are described as students that classify and categorize information.
As the lesson progress, the level of difficulty of the learning goals increase.
INSTRUCTIONAL ACTIVITIES
There are suggestions based from The National/State Leadership Training Institute on the
Gifted and Talented Curriculum Committee to assist the educators in modifying and
developing curricula for gifted learners. The “principles of differentiation” is applied in the
instructional activities in the attached lesson plan. The creation of the video directed them to
express it on their field of interest showing us that they can integrate multiple disciplines into
the area of study. It encourages them to develop outputs that challenge existing ideas and
produce “new ideas” where all of these are under this principle of differentiation for gifted
learners. Additionally, on the EXTEND part of the lesson is integration of societal concerns as
they will present the content that is related to broad-based issues or problems.
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ASSESSMENT
Most of the gifted/talented students are also visual learners. They remember what was
read or seen; they have vivid imaginations, use color; they may think in pictures or may think
in words; may be avid readers; facial expressions show their emotions; information may not
exist for them if it is not seen or written down; likes written reports better than verbal ones; are
sensitive to the ways things look or appear.
The assessment allows the use of devices to organize material and to create video. This
allows the gifted learners review video specific to the content they are studying. The
adjustments given to them on this lesson is that they will work one task at a time rather than
handing them several tasks and papers at once. By this, the learners are given purpose for
moving about as they turn in their completed work and get their next task. This is just one
area of their giftedness which is being visual learners. The teaching method on this is planned
so the teacher is able to give good visual directions and demonstrations.
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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 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.
h on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS
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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 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
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