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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ANTHONY S. ILAR DATE SUBMITTED: JULY 11, 2022 2

RATER: SAMUEL I. YADAO SUBJECT & GRADE LEVEL: FILIPINO 7

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

a. In this lesson, we can see that the topic is an epic from a particular visayan province. The
culture of one tribe was related on this story. The Karay-a tribe. You can observe in Paglalahat
part that I included the quick discussion on Karay – a as one indigenous group of Panay.
Karay-a, kinaray-a, or Hiniray-a tribe is a population concentrated in the province of Antique,
which stretches vertically along the entire western coast of Panay island.
“Napakahalagang bigyang pansin ang mga katutubo sa ating bansa. Napakahalagang malaman
ng mga mag-aaral ang halaga nila at ambag nila sa ating bansa”.
I can say that in a particular lesson, it is important to relate or accross learning so that students
can easily relate the story into reality. It is important not to focus on the topic but give some
backgrounds.
I believe that relating the said topic into reality makes the class more interesting to both the
teacher and the learners.

b. If in case I have an IP student, I will ask him or her if he or she relate the topic. I want also in my
class that discrimination should not exist, yet is to respect one another wherever place they
raised.
It is important also to ask culture that familiar to a student particularly IPs.

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: ANTHONY S. ILAR DATE SUBMITTED: JULY 11, 2022 2

RATER: SAMUEL I. YADAO SUBJECT & GRADE LEVEL: FILIPINO 7

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

We can observe in my Paglalahat/Paglalapat part of my LP that I gave some reviews about a

particular tribe that related to the lesson.
The tribe I discussed was Caluyanon that found in Caluya Islands of Antique Province, the
Caluyanons are among the smallest ethnic groups in Visayas. Caluyanon is their 1st language and
Hiligaynon is the second one.
Whether they are familiar or not, I still need to introduce the IPs Caluyanon for them to
understand how important to preserve tribes. And It is important also to include in our lesson to
enlighten them about the topic and how it’s related.
“Kung sakali mang mayroon akong mag-aaral na may kinalaman katulad ng: may kamag-anak,
may nakaranas ng makisalamuha sa mga IPs ay napakagandang siya ang estudyanteng aking
kakapanayamin sa klase at magbahagi ng kanyang kaalaman.”

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: FERNANDO S. FARIÑAS DATE SUBMITTED: JULY 11, 2022 2

RATER: R AY MARCIAL I. SALANIO SUBJECT & GRADE LEVEL: MAPEH 8

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
“Napakahalaga talaga ng bawat mag-aaral na Piulipino, may kanya-kanyang katangian at
lugar o tradisyon at kulturang pinagmulan. Kaya bilang tagapag impluwesiya ng Edukasyon,
marapat lamang na makita ang kahalagahan at pagkakaiba at paniniwala ng bawat mag-aaral”.
The scenario mentioned shows that each learner whether they belong to Indigenous
People (IP) or not is able to do the given task since they have the freedom to choose and ask
help for the knowledgeable people. Aside from that, as their teacher, I explained to them the
importance and distinctions of the people mentioned from the given sets of people. I also
mentioned the reason for letting them select the set that they felt most comfortable answering.
For the result, I am expecting that each learner will have different responses to pass since they
were provided different tasks (the set a and set b) and each of them has various ways to reason
out.
Learn about them. In this early stage of engagement, you need to devote some time and
attention to educating yourself about Indigenous Peoples. You need to understand the people
and communities you are engaging with. It is also respectful to have a comfortable understanding
of the history, traditions, culture, cultural events and celebrations of the community or
communities that you will be engaging with.
Make an engagement plan. Meaningful engagement and relationship building will take
time and focus in the beginning, as well as follow-up to maintain the positive relationships your
efforts produce.
Make an engagement plan will help your management team keep track of efforts and
outcomes, and will help ensure that the positive outreach will continue.

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