Yabut, Ronaldo TRF

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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)


MASTER TEACHER I-IV
TEACHER: RONALDO M. YABUT DATE SUBMITTED:

RATER: GENIE B. SOLARES SUBJECT & GRADE LEVEL: MAPEH 6

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
Assisted colleagues to design, adapt and implement teaching strategies that
are responsive to learners with disabilities, giftedness and talents

PROMPT #1
This is the observation notes form accomplished for the observation in the class of Teacher Emille. The observer noted that all
learners must receive the same activity and no differentiation must be applied for advanced learners.

 Good start of the class


 The teacher has a well-modulated voice.
 Why was there a special activity for one student? There must be uniform measure
of students’ success. Therefore, there must be no differentiation in what the
students do even if the teacher claims that this student is advanced in terms of
artwork compared to his classmates.

This tool was developed through the Philippine National


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

Do the following:
1. In the context of addressing gifted learners, do you agree with the note of the observer? Write your reflections in this
form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in designing,
adapting, and implementing teaching strategies for gifted learners. Attach your LAC plan here.

YOUR REFLECTIONS

Highly motivated students move at their own pace through a curriculum


that is condensed and focused on real-world applications of knowledge.

After reading the observations about Teacher Emille Santos' class, I'm sorry
to say that I have to disagree with the premise that all students should be given
the same task and no differentiation. Gifted students, as previously stated, can
learn quickly and work at their own pace. The talented may become bored or
under stimulated if they are forced to attend class regardless of their learning
preferences. Students who watch a talented learner answering questions fast
while they are having difficulty may feel sorry for themselves or lose confidence
in their own abilities.

As a teacher, we must ensure that our gifted and talented students have
the support they need to succeed in our classroom. It will be easier for them to
meet their educational objectives if they have a clear understanding of the
specific challenges they face. Many viable techniques can be taken when
providing open-ended activities for gifted children, and these individuals can put
their extraordinary abilities and ideas to use. An open-ended activity also has the
potential to inspire higher levels of thought. They'll be OK with a condensed
course load. Once they've mastered those problems, pupils can move on to a
more challenging task.

When it comes to teaching, every student is unique. Each of them learns in


a unique way. We can't get bogged down in the minutiae of the day-to-day. It's
difficult to produce differentiated instructions, but this is the greatest strategy to
handle the learning plan of every learner.

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)


MASTER TEACHER I-IV
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
Assisted colleagues to design, adapt and implement teaching strategies that
are responsive to learners with disabilities, giftedness and talents
PROMPT #2
1. Design a lesson plan for learners with disabilities based on your idea on how they may be addressed in your class.
Your strategies for learners with disabilities must be highlighted and annotated in this form. Mention a specific
exceptionality or learning disability. Attach your lesson plan here.
2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head sign your lesson
plan as proof.

YOUR ANNOTATIONS

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)


MASTER TEACHER I-IV
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
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups
PROMPT #1
Leo and Margarito belong to an indigenous group of people called the T’boli tribe. T’boli is one of the major Lumad
ethnolinguistic groups in the Southern part of the country. Their culture is richly connected and inspired by nature, with
dances that mimic from actions of animals and a variety of music and songs. Leo and Margarito’s families have migrated to the
lowlands due to conflicts related to their ancestral domain. They are the only indigenous peoples in your class of 45 students.
Having a different culture from the rest of the class has affected their sense of self and how they relate to others.

Do the following:
1. In the context of addressing the needs of learners from indigenous groups, what teaching strategy will you develop
and use in your lesson to affirm and strengthen their indigenous cultural identity? Write your reflections in this
form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in adapting and using
culturally appropriate teaching strategies for learners from indigenous groups. Attach your LAC plan here.

YOUR REFLECTIONS

Every child is a different kind of flower; they all make this world a beautiful garden. Regardless of where they
belong, kids, for whatever ethnicity, are learners. They are gift needs to be opened and discovered. Each of
them has had a unique culture that defines their personalities.

            
Kids in the classroom show different abilities to cope with the lesson and how to socialize with their
classmates. Being their teacher along with their classmate is a great challenge. It requires knowledge of the
subject matter and the culture of all my students.

Based on the scenario. As a teacher, I would explain that we are all the same, our living contexts are all the
same, but sometimes our cultures differ. Teaching respect in the classroom helps students succeed. In other
words, when children can treat each other respectfully, they positively respond to direction and instruction.
In effect, they are more likely to succeed in academics. It is essential that as a teacher, you must know how
other kids will respect the culture of each other. Discrimination, though hard to manage, must be eliminated
inside the classroom.

This tool was developed through the Philippine National


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

In a given situation where I have 45 pupils, and 2 belong to the minority group, I would give them the
freedom to that will not affects both cultural preferences. teachers must always consider all cultures as long
as the transfer of learning is still the same. It is always a primary consideration to put everything fair to
everyone. 

In the end, understanding our differences produces culturally competent, global citizens; provides graduates
and scholars a professional, competitive advantage in the workforce; and represents diverse perspectives of
reality in a globalized world.

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)


MASTER TEACHER I-IV
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
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups

PROMPT #2
1. 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.

2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head sign your lesson
plan as proof.

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

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