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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: EUWELA A. ABELLA DATE SUBMITTED: _________________________

RATER: MILA A. MILLANO SUBJECT & GRADE LEVEL: GRADE 7 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: 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

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
 3

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: EUWELA A. ABELLA DATE SUBMITTED: _________________________

RATER: MILA A. MILLANO SUBJECT & GRADE LEVEL: GRADE 7 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 #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

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
 5

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: EUWELA A. ABELLA DATE SUBMITTED: _________________________

RATER: MILA A. MILLANO SUBJECT & GRADE LEVEL: GRADE 7 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 #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 Philippines is a culturally diverse country with an estimated 14-17 million Indigenous
Peoples (IPs) belonging to 110 ethno-linguistic groups. 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 World Bank Group, 2022).

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: EUWELA A. ABELLA DATE SUBMITTED: _________________________

RATER: MILA A. MILLANO SUBJECT & GRADE LEVEL: GRADE 7 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

The aspects of Indigenous Peoples (IP) culture that I have integrated in the lesson plan that I have made is how
they say numbers in their own dialect before we translate it to the English language. Students were given a
chance to express numbers on their dialects before translating it into English language since the topic is all about
translating English phrases into Mathematical words and vice versa.

Indigenous Peoples has their own language/dialect thus recognizing it and by using their own dialects first before
the other languages will help them realize and understand the topic being discussed.

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
 9

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government