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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ZALDY R. MENDOZA JR DATE SUBMITTED:

RATER: CATHERINE L. MONTEMAYOR SUBJECT & GRADE LEVEL: GRADE 8- MATHEMATICS

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: MANANSALA,DESERIE JANE 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 DESERIE JANE 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 Reflection

Students who are gifted have potential that is noticeably higher than average in one or more
of the areas listed below. mental, artistic, social, or physical. They need services and activities
that are not typically provided by the school in order to attain their full potential. Students that are
gifted excel in one or more subject areas. Gifted students stand out because of their exceptional
aptitude in one or more practical subjects. Gifted students frequently pursue further education
and advanced degrees throughout their academic careers. They typically think in systematic
ways. Gifted children may be able to create a tale or a sketch when asked, but creativity is not
one of their strengths. They frequently have diverse interests and may still engage in musical or
artistic endeavors. Simply attempt to understand how gifted students think and learn from the
numerous problems they encounter if you want to support them in your classroom. You may
better meet the demands of gifted students and support them in the classroom if you recognize
that they have particular needs, demands, and behavioral patterns. Give gifted pupils a very
simple example in science. tangible examples that they might even see in their own homes. Have
them use what they learn in a practical environment, or let them explain what they learned in a
letter. They could also look into how scientists categorize materials to better explain their
functions.

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: ZALDY R. MENDOZA JR DATE SUBMITTED:

RATER: CATHERINE L. MONTEMAYOR SUBJECT & GRADE LEVEL: GRADE 8- MATHEMATICS

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: MANANSALA,DESERIE JANE 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 DESERIE JANE 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 Reflection

Students that are gifted have potential that is unquestionably above average in
one or more of the areas listed below. either mental, artistic, social, or physical. To reach their
greatest potential, they require programs and activities that the school does not generally offer.
Gifted students perform very well in one or more academic areas. Because of their outstanding
talent in one or more practical topics, gifted students stand out. Throughout their scholastic
careers, gifted kids usually pursue further education and advanced degrees. They frequently
have organized thought processes. If given the opportunity, gifted youngsters might be able to
conjure up a story or a sketch, but creativity is not one of their strong suits. They often have a
variety of interests; however, they could still pursue musical or creative efforts.
If you want to help talented children in your classroom, all you need to do is try
to understand how they think and learn from the many challenges they face. If you acknowledge
that talented children have unique requirements, expectations, and behavioral patterns, you may
be able to better fulfill their needs and assist them in the classroom. Give an easy scientific
example to your talented students. actual illustrations that they may possibly encounter in their
own homes. Have them apply what they learn in a real-world setting or let them write a letter
outlining what they learned. To describe the roles of materials more clearly, they can also
investigate how scientists classify materials.

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
 4

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ZALDY R. MENDOZA JR DATE SUBMITTED:

RATER: CATHERINE L. MONTEMAYOR SUBJECT & GRADE LEVEL: GRADE 8- MATHEMATICS

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.important roles.

YOUR ANNOTATIONS

The term "Indigenous Peoples" refers to several socioeconomic and cultural

groups that have shared ancestral links to the lands and natural resources that they now reside on
or have been displaced from. Their identities, customs, and means of subsistence, as well as their
bodily and spiritual well-being, are intricately tied to the land and natural resources on which they
rely. They frequently follow their traditional leaders and groups for representation, which are different
or distinct from those of the majority community or culture. However, many Indigenous Peoples have
also lost their languages or are on the verge of extinction because of being evicted from their lands
and/or relocated to other territories. Many Indigenous Peoples still speak a language that is distinct
from the official language or languages of the nation or region in which they live. 
The exercise in the elicit part is equitable for all learners, regardless of the
group to which they belong. They are tasked with locating the relevant indigenous tribe for the
culture and products. They have a range of options to choose from. This type of activity implies that
all students will be treated fairly. A fair exam elaborate part might be the difference between a
student getting the mark they deserve and getting one that doesn't fairly reflect their skills and
knowledge. Fairness is sensible in a school setting. Since they will realize that their knowledge and
abilities are the only things that will determine their success, students should put more effort into
their studies.

This tool was developed through the Philippine National

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

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: ZALDY R. MENDOZA JR DATE SUBMITTED:

RATER: CATHERINE L. MONTEMAYOR SUBJECT & GRADE LEVEL: GRADE 8- MATHEMATICS

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

Indigenous Peoples are distinct social and cultural groups that share collective
ancestral ties to the lands and natural resources where they live, occupy or from which they have
been displaced. The land and natural resources on which they depend are inextricably linked to their
identities, cultures, livelihoods, as well as their physical and spiritual well-being. They often
subscribe to their customary leaders and organizations for representation that are distinct or
separate from those of the mainstream society or culture. Many Indigenous Peoples still maintain a
language distinct from the official language or languages of the country or region in which they
reside; however, many have also lost their languages or on the precipice of extinction due to eviction
from their lands and/or relocation to other territories, and in. 
Based on the assigned task, the activity is fair for all students, regardless of
the group to which they belong. They can pick from a variety of possibilities. The idea of equitable
treatment for all students is implied by this kind of activity. A fair exam might mean the difference
between a student receiving the grade they merit and receiving a grade that does not accurately
represent their knowledge and abilities. Fairness makes sense in the classroom. Students should
put more effort into their studies since they will understand that success depends entirely on what
they know and can do.

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