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Department of Education
Division of City Schools, Manila
Doña Teodora Alonzo High School
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 #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.

Veronica San Vicente October 18, 2021

Emille Santos 10:00am
MAPEH Gr.7 11:00am

 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
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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

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 3

Department of Education
Division of City Schools, Manila
Doña Teodora Alonzo High School
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

Department of Education
Division of City Schools, Manila
Doña Teodora Alonzo High School

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

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

Department of Education
Division of City Schools, Manila
Doña Teodora Alonzo High School
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