RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER: MILA P. D OCTOLERO DATE SUBMITTED: JULY 5, 2022

RATER: CHARISMA M. ALOG SUBJECT & GRADE LEVEL: Araling Panlipunan 2

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 38 learners, one 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

Every learner is an individual who learns and develops in their own unique ways. Each of them has had
unique experiences that have shaped their identities. There are no two learners who are similar in their abilities,
interests, and capabilities.

Inside the classroom, teachers usually encounter and succeeded in how every learner shows their own
identity and abilities, and being a teacher, it is challenging to have a learner who belongs to an indigenous group.
Regarding that, the teachers must know how to treat and engage with them, most importantly he/she must know
how to cater and fulfill their special needs. Also, be familiar with the background and culture of these learners.

To avoid discrimination or being bullied by other learners, the teacher must discuss ( as one of the
teachers’ roles) also inside the class some factors that can help the other learners realize that every learner, all of
them were all the same thus everyone must be accepted and respected. Maybe one of the others is from an
indigenous group but it doesn’t make them different from the others.

The situation given above is one of my assessments given to my 38 learners inside the class which there
were 1 of them are from indigenous people (IP). For me to be able to consider each learner's group and able to
prevent any scenarios that are against their culture, I gave them the freedom to choose from the two sets (Set A
and Set B) of people in the community and let them ask their parents or anyone with knowledge about the role of
people that had chosen. Allowing the learners to choose the set of people whom they knew and were familiar with
is giving them chance and helping them to easily accomplish the given task.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

The mentioned scenario 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.

Moreover, I always put in mind that as a teacher, it is our duty to protect everyone’s rights to live freely and
show themselves as whom they are. Everyone deserves to be treated with respect, compassion, and equality. Our
status, culture, beliefs, or group may not be a basis for how each of us will be treated and accepted in the society
where we belong. We must understand that each of us is different and unique.

TEACHER: _____________________________ DATE SUBMITTED: _____________________

TEACHER REFLECTION FORM (TRF)

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
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 people’s 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 activity below is part of the lesson plan attached here, designed for intercultural differences in which indigenous
learners and non-indigenous learners can both answer.

Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
The teacher will show the following pictures to the students and give them time to think.
Direction: Observe the pictures shown. Then, answer each question comprehensively.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

From the picture shown, ask the students the given questions.

1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?

I employed constructivist teaching because this approach will let learners learn with their beliefs. Learning is actively
involved in the process of meaning and knowledge construction rather than passively receiving information. With
these, I can create a collaborative problem-solving environment where my students become active participants in
their own learning.