RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: ___MARY JANE D. SUBRADO DATE SUBMITTED: ____July 4, 2022 ____

RATER: _________________________________________ SUBJECT & GRADE LEVEL: _AP 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 REFLECTION

To have a student like Clara is a challenge that a teacher must surpass. It is about measuring the teacher’s ability
to recognize the problem and make an action to meet the learner’s needs without making them feel that they are
different. Teachers must know that their learners walk into their classroom with a wide range of gifts and try to
find ways to meet their needs, including those with learning and thinking differences.

Given the situation like Clara, as a Filipino Teacher, I will utilize differentiated instruction, especially in my subject
area, where students tend to use critical thinking skills. With this approach, I can change what students need to
learn, how they’ll remember it, and how to get the material across to them. In my experience, when my students
struggle with one topic, I will create a plan that includes extra practice, step-by-step directions, and particular
homework. Scaffolding is also an option. These breaks learning into chunks. These chunks follow a logical order
and move toward a clear goal. I usually form a bridge between what my learners already know and what they
cannot do independently. In Filipino, it can be graphic organizers.

In my subject area, Filipino, Venn Diagram is the best use for my teaching process with learners who have
difficulty in understanding. I draw a picture to map out my thoughts and ideas. It can help the students, especially
the younger students, with activities like Pagkakaiba at Pagkakatulad. This can help them understand the idea
being asked.

According to Branstetter (2019), when you label a student with a learning disability, this creates a problem- they
hold lower expectations. In turn, the student may live up to these low expectations. Although students with
learning disabilities tend to struggle with lower achievement and have negative beliefs about their academic
abilities, some researchers point out that it is difficult to disentangle what is causing these challenges.

With my few years in teaching, encountering situations like Clara is not a surprise at all. What I am doing is
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TEACHER REFLECTION FORM (TRF)

TEACHER I-III

focusing on the sea of strengths around the islands of weakness. Focusing on strengths isn’t just a nice thing to
do. It is essential for students with learning disabilities to feel good about themselves.

Reference:

Branstetter, R. (2019). How to Help Students with Learning Disabilities Focus on their Strengths. Retrieved from
https://greatergood.berkeley.edu/article/item/how_to_help_students_with_learning_disabilities_focus_on_their_strenghts

YOUR REFLECTION

If Clara is my student, I will promote the least restrictive environment to combine settings that involve Clara with
regular classroom and school programs as much as possible.

There are various options for changing exams in ways that are fair while also considering how busy teachers are. One
option is to argue traditional assignments or tests with portfolios, which are collections of a student’s work that show
their growth over time and frequently include reflective or evaluative remarks from the students, the teacher, or both.
Another option is to design a method for observing the student often, even for a few minutes, and to take informal
notes about the observations for subsequent review and assessment.
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TEACHER I-III
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: MARY JANE D. SUBRADO DATE SUBMITTED: ____July 4, 2022

RATER: ________________________________ SUBJECT & GRADE LEVEL: AP 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 #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

Sa unang aktibiti, nakapaloob dito ang pagpapanood ng isang trailer ng isang pantaserye. Dito
masusukat ng mga mag-aaral ang kanilang kakayahang mag-isip ng mga ideya na magiging gabay sa
pag-uugnay sa bagong aralin. Upang makapagbigay ng interpretasyon ang mga mag-aaral.

Sa paglinang ng talasalitaan naman, upang mas lubusang maintindihan ng mag-aaral ang mahihirap
na salita, hahanapin sa Hanay B ang kasingkahulugan ng talasalitaan na matatagpuan sa Hanay A.

Nakakatulong upang mas maging malawak ang pag-iintindi ng mga mag-aaral pagdating sa
talakayan. Sa pagtatalakay naman gumamit ako ng “Fishbowl” na kung saan ito ay mas maliit na grupo
ng mga mag-aaral na tumatalakay sa isang paksa habang ang iba sa klase ay nagmamasid sa proseso o
humalili sa pagpasok sa "fishbowl" upang makilahok. Think-Pair-Share Ang mga mag-aaral ay may oras
na indibidwal na pag-isipan ang kanilang tugon bago ito ibahagi sa isa pang estudyante.

Gamit ang mga estratehiyang ito, naglalayong makatulong at makatugon sa pagpapalinang sa

kanilang mga kakaibang kakayahan at kasanayan. At upang mas mapalawak ang kaisipan nila
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MALA-MASUSING BANGHAY-ARALIN
SA ARALING PANLIPUNAN 10

Petsa: May 27, 2022

Nagpapakitang-turo: MARY JANE D. SUBRADO

Kasanayang Pampagkatuto: Naipaliliwanag ang kahalagahan ng aktibong

pagkamamamayan

I. LAYUNIN:
Pagkatapos ng isang oras na talakayan, ang mga mag-aaral ay inaasahang;
a. Napapahalagahan ang papel ng isang mamamayan para sa pagbabagong
panlipunan
b. Naipaliliwanag ang kahalagahan ng aktibong pagkamamamayan

II. PAKSANG-ARALIN:
Paksa: Konsepto at Katuturan ng Pagkamamayan ( 4th Quarter Aralin 1)
Kagamitan: mga larawan, Powerpoint Presentation, laptop at telebisyon
Sanggunian: SLM, Gabay Pangkurikulum

III. PROSESO NG PAGKATUTO:

Gawaing Rutinari
 Panalangin at Pagbati
 Pagtala ng Liban
 kasunduan

AKTIBITI

1. PAGGANYAK
Estratiheya: magpapanood ng isang music video
 Pagbibigay ng sariling reaksiyon/interpretasyon tungkol sa bidyung napanood at
itatanong kung ano ang kaugnayan nito sa paksang tatalakayin.
2. Presentasyon ng Aralin
 Pag-uugnay sa bagong aralin
 Presentasyon ng aralin
 Pagpapakita ng Layunin

Paglinang ng kaalaman
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Panuto: Suriin ang mga sumusunod na sitwasyon.Isulat ang Pilipino kung

Mamamayang Pilipino at Hindi kung Hindi Mamamayang Pilipino.
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PAGTATALAKAY
 Pag basa sa powerpoint presentation.

Mga katanungan:
1. Paano mo nasabi na ang mga inilista mo ay mga katangian ng isang aktibong
mamamayan? Sagot:
_________________________________________________________________________________
___________
_______________________________________________________________________.
2. Sa iyong sariling opinyon, maituturing mo bang isa kang aktibong
mamamayan? Bakit? Sagot:
_________________________________________________________________________________
_______

APLIKASYON
PANGKATANG GAWAIN 1
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4. Pagtatanghal ng pangkatang gawain.

5. Pagbibigay ng fidbak ng guro sa itinanghal na pangkatang gawain.
6. Pagbibigay ng iskor at pagkilala sa natatanging pangkat na nagpakita ng
kahusayan sa ginawang pangkatan batay sa rubriks na ibinigay ng guro.

PAGLALAHAT

Bilang isang Pilipino naisasabuhay mob a ang iyong pagkamamamayan?

PAGTATAYA

A. Basahing Mabuti ang mga susumusunod na pahayag. Piliin ang iyong sagot sa mga
salita sa loob ng kahon.

Jus Sanguinis Polis

Pagkamamamayan Saligang Batas
Jus Soli Naturalisasyon

______1. Ang kalagayan o katayuan ng isang tao bilang miyembro ng isang pamayanan o
estado.
_______2. Kasulatan kung saan nakasaad ang pagkamamamayang Pilipino
_______3. Ang pagkamamayan ng isang tao ay naka batay sa pagkamamamayan ng isa
sa kanyang mga magulang.
_______4. Ang pagkamamamayan ay nakabatay kung saan siya ipinannganak.
_______5. Isang legal na paraan kung saan ang isang dayuhan na nais maging
mamamayan ng isang bansa ay sasailalim sa isang proseso sa korte.
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TEACHER I-III

B. Maikling sanaysay (10 puntos)

1.Ipaliwanag kung paano napapahalagahan ang papel ng isang mamamayan para sa

pagbabagong panlipunan.
2. Suriin ang nagging pagbabago sa konsepto ng pagkamamamayan

TAKDANG- ARALIN:

1. Magsaliksik ng organisasyong nagtataguyod sa karapatang pantao. Isulat sa

isang buong papel ang kanilang mga gampanin sa mga mamamayan.

Inihanda ni:
MARY JANE D. SUBRADO
Guro sa Aral Pan

Sinuri nina:

FERMINA A. JAICTIN
Dalubhasang Guro II
DEXTER A. ELUMBA
Punongguro I
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RUBRICS NG PAGKATANG GAWAIN

BATAYAN Napakahusay Mahusay Di-gaanong Nangangailangan

Mahusay ng Pagpapabuti
Nilalaman (4) Lubos na Naipahatid Di-gaanong Di naiparating
naipahatid ang nilalaman naiparating ang nilalaman o
ang nilalaman o kaisipan na ang nilalaman kaisipan na nais
o kaisipan na nais iparating o kaisipan na iparating sa
nais iparating sa manonood nais iparating manonood
sa manonood (3) sa manonood (1)
(4) (2)
Pagkamalikhain Lubos na Kinakitaan ng Di-gaanong Di kinakitaan ng
(3) kinakitaan ng kasiningan kinakitaan ng kasiningan ang
kasiningan ang kasiningan pamamaraang
ang pamamaraang ang ginamit ng
pamamaraan ginamit ng pamamaraang pangkat sa
g ginamit ng pangkat sa ginamit ng presentasyon
pangkat sa presentasyon pangkat sa (0)
presentasyon (2) presentasyon
(3) (1)
Kaisahan ng Lubos na Nagpamalas Di-gaanong Di nagpamalas
Pangkat o nagpamalas ng nagpamalas ng pagkakaisa
Kooperasyon ng pagkakaisa ng ang bawat
(3) pagkakaisa ang bawat pagkakaisa miyembro sa
ang bawat miyembro sa ang bawat kanilang gawain
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TEACHER I-III

miyembro sa kanilang miyembro sa (0)

kanilang gawain kanilang
gawain (2) (1)
(3)