1

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: MARK B. TEPACE DATE SUBMITTED: AUGUST 1, 2022

RATER: MA. GERALDINE M. GUANZON SUBJECT & GRADE LEVEL: EIM 11

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
I believe that most of the lessons, learning activities, and assessments can be effectively differentiated in the classroom either online
via google classroom or face-to-face if the SDO provides workshops and designates specific time for the teachers to develop the
lessons, activities and assessments. It is not an easy task to differentiate instruction and create new lessons, assessments and activities
in the new normal especially the students with different disabilities and paperwork that needs to be submitted weekly. For instance, I
have classes of more than sixty students, and it is very difficult for me to reach all of them and help them meet their needs. I have
experienced that it takes many years to create an effective curriculum in my field major that differentiate instruction for all students
with special needs.
I have experienced that when teachers provide accommodations and modify assessments for students with disabilities, students feel
more comfortable because they are learning in an environment where they feel welcomed and valued. When I provide modifications
and accommodations to my students with different needs, I have experienced that student gain confidence about themselves and feel
that they are learning in the classroom. According to Bursuck (2009), it is very essential for all teachers to modify and accommodate
instruction only for students with the most significant disabilities. That is exactly true because I believe that most students with
significant disabilities in my classroom will only be successful if I accommodate and modify assignments and assessments that meet
their needs. For instance, in my classroom, some accommodations that I provide are extra time and one-to-one instruction by visiting
them house-to-house. I have experience that some students with special needs maximize their learning if the teacher works with them
using one-to-one instruction. I have also experienced that if the teacher provides extra time for students with special needs, they tend
to analyze the problems more carefully. Another modification that I provide in my classroom to my students with special needs is the
use of technology using powerpoint presentations, youtube videos, games as an introduction to my topic and other material used with
the aid of technology really capture the attention of my students. In order to establish a learning environment and maximize the
learning of all students in my classroom, I implement specific steps for effective instruction and make accommodations to meet the
need of my students with special needs. According to Bursuck (2009), the seven steps for differentiating instruction for students with
special needs are identifying classroom demands, weaknesses and areas of student success, potential problems and ways to
differentiate instruction, and evaluate student progress. Reading about this strategy, gave me more ideas on how to help my students
meet their needs and make sure they are successful. I came to the conclusion that this approach seems very similar to the way I teach
in my classroom. For instance, when I am about to start a lesson, I focus on identifying the classroom demands such as classroom
management and instructional material to establish an effective learning environment

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 2

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

As I mentioned in the previous Teacher Reflection Form,

applying different activities and giving positive feedbacks will help
ADHD students to cope up with their lesson.

It was highlighted in my lesson plan that I used various learning

activities such as video / music lesson, colorful illustration, chart
interpretation, Q and A portion, timely games and personalized
activity. The primary purpose of this was to motivate the learner to
be active and alert in the discussion. Using positive feedbacks will
encourage the student to participate in the lesson proper.

Attached here is my sample lesson plan.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4

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 #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

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

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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 8

This tool was developed through the Philippine National

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