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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: JOSEPH I. FORSUELO _ DATE SUBMITTED: APRIL 5, 2022

RATER: EDWIN B. AMPER __ SUBJECT & GRADE LEVEL: MATHEMATICS 9

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 me supporting learners with special needs works best when both regular education and special education
teachers work together. That is why it is helpful for us teachers to understand how we can modify and accommodate
students in the classrooms. Even teachers who are highly experienced might struggle with how much to modify. It is
really a balance because you are trying to find out what is enough to push the students, with it still being at an
appropriate level that can help them grow. A too-easy task doesn’t work with them while too difficult and the students
might shut down, causing Clara to not learn anything.

To reduce the workload of the students like Clara, we can assign even or odd problems only. This is a
strategy for homework and it’s simple and quick for the teacher but still gives Clara a similar practice to every else.
Selecting specific problems and omitting extra ones will also help Clara to choose what problem is she going to pick.
We can also put fewer problems on each page because this will be less visually distracting if the problems are too
many. Reducing the number of multiple choices will be less to select from. For example, if everyone else has a quiz
with 4 possible multiple-choice answers, your students might only have 2 or 3 options to choose from. We can
eliminate true or false questions because these can be extremely tricky, especially for kids like Clara with language-
based disorders.

When it comes to the content, it is better to give a similar but different assignment with lower grade level
material in areas of weakness like in math, reading, or writing. For example: if the topic is computing with fractions, the
students might be drawing fraction pictures. For me Clara has a Dyspraxia which means she has a difficulty in
language production in which the comprehension of the language does not match. This will also help you target the
most important concept for the child to learn at the time. I can provide an alternative assignment like a research
project, hands-on project, lab experiment, or making a poster to show understanding of a topic. Also, I can align
students’ interests like Clara to the content. She might focus on reading strategies while learning about rain.

In providing support with the outputs, I can allow Clara to type or orally report her response. We can also give
a specific list of steps to complete the task, provide concept cards with an assignment and allow students to use their
book or notes. Learning how to modify can be hard work at first. It’s best to give it a try even if you are not entirely
sure if it’s the right modifications. Remember that you can always tweak your modifications as it goes by.

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
Lesson Plan in Mathematics 9

I – Objectives:
a. demonstrate their ability to locate the legs, and the hypotenuse on a right triangle.
b. Give their own little of how to be naturalist.
c. solve for the unknown part s of a right triangle using Pythagorean Theorem.
II – Subject Matter:
A. Topic: Pythagorean Theorem
B. Reference: Mathematics for the new Millennium (Maxima J. Acejalado, Lolita B. Bundalian,
Olivia N. Buzon)
C: Materials:
- Pictures (triangle)
- Calculators
- Protractor
- Tv and laptop
- Formulas and examples for the students to understand.
D. Value: Naturalist
III. Learning Activities:
Teacher’s Activities Students’ Activities

A. Preliminary Activities
1. Review
Ok class let’s review our lesson yesterday. What is
right triangle again, what is it class? Give one and draw
it on the board. Acute triangle (the students draw an example of an
acute triangle.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4
What kind of triangle is this?
Obtuse triangle

Now let’s move on to the third type of a triangle.

The right triangle

Do you have an idea about a right triangle?

Have you heard it before?
Not yet Sir.
(POWERPOINT PRESENTATION &
DISCUSSION)

2. Motivation

Now let’s have a game called “ARRANGE

yourselves”

I will divide the class into four groups. Each group

will have three representatives. You are going to
arrange yourself according to what I am going to
say.

Are you ready? Yes Sir.

Arrange yourselves according to:
a. Your height
b. The length of your hair
c. Birth month
d. Size of your foot

After each item, the teacher will emphasize of

their sizes and length.

The group with the greatest earned points will win.

B. Presentation

1. Find the length of one leg of the figure below.

A=? B = 16 C = 20

Since one leg is missing, we must manipulate/

modify the formula in order to find the missing
part.
So, we have that formula
a2 = c2 – b2

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 5

B. EVALUATION

Solve for the unknown parts of the triangle.

Enclose your final answer.

1.
A=?
B=3
C = 15

2.
A=6
B=8
C=?

IV – Assignment:
Answer Test Yourself in your Math Book pages
216 – 218

Numbers 1 – 4 in your assignment notebook.

Enclose your final answer.

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: JOSEPH I. FORSUELO DATE SUBMITTED: APRIL 5, 2022

RATER: EDWIN B. AMPER SUBJECT & GRADE LEVEL: MATHEMATICS – GRADE 9

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 assessment determines grades, class choices, pedagogy, curriculum, sometimes the location
of one’s school, graduation, and college/university eligibility. Moreover, assessment practices and results
can create prevailing beliefs about one’s ability to learn and succeed, academically, physically, emotionally,
and socially, in school and life, in general. However, not all forms of assessment are effective. Much
research shows that when educational curricula and pedagogy are imbued with Indigenous knowledge and
ways of knowing, Indigenous student learning improves
Given this assessment is much lesser work because of the help of the family member. The learner
might consider this assessment as an easy task for him/her, and it can also balance the idea of equality
towards his/her classmates since the learner came from a tribe or something. The teacher is very
acquainted with the behavior and the community status of his/her students since he implied his assessment
into two parts which are answerable by either a non-tribe or a tribal student. My own idea in creating a
culturally responsive assessment towards indigenous learners is by questioning whether your assessments
are responsive to students’ learning in the classroom and respectful of their culture. I also suggest
collaborating with families and inviting them in to have a night of creating assessments. You can also invite
your peers to talk about the assessment that you are using.
Information about student learning can be assessed through both direct and indirect measures such
as homework, quizzes, exams, reports, and essay. Culturally competent assessment includes culture-
specific styles of service delivery, use of the client’s first language, and an evaluation of the client as a
cultural being prior to test administration using cultural orientation categories. Lastly, the assessment that
the teacher has prepared for his/her class is just fine and simple and there is no large argument form
behind that can contradict in this strategy.

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

LESSON PLAN IN MATHEMATICS 8

I – OBJECTIVES
At the end of the lesson, the viewers and listeners will be able to:

1. Illustrate Hinge theorem and its converse

2. Apply Hinge theorem and its converse

II – SUBJECT MATTER
Topic: Inequalities of Two Triangles (Hinge Theorem)
Reference: Mathematics 8, Quarter 2, Module 9
Materials: Laptop, PowerPoint Presentation
Integration: WATCH, IP and NDEP Integration

III – TEACHING PROCEDURES

A. LET US STUDY
Let the students imagine the pictures presented and let them think about where the given
pictures can be used or applied. Now observe the picture shown below.

This tool was developed through the Philippine National

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

This picture shows the art made by Indigenous people which the art can be folded into three parts.

Discuss the definition of the Hinge Theorem using some illustrations.

A. LET US PRACTICE
Let the students identify the correct statements using the given figures.

E. LET US REMEMBER
The Hinge Theorem (SAS Inequality Theorem
If two sides of one triangle are congruent to two sides of another triangle, but the included angle of
the first triangle is larger than the included angle of the second, then the third side of the first triangle
is longer than the third side of the second triangle.
The converse of the Hinge Theorem (SSS Inequality)
If two sides of one triangle are congruent to two sides of another triangle, and the third sides
are not congruent, then the larger included angle is opposite the longer third side.

IV - ASSESSMENT
Let the students answer the following questions.
1. 2.

V - ASSIGNMENT

Let the students make their own problem related to the application of the Hinges Theorem
and let them determine its relationship and its converse.

This tool was developed through the Philippine National

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