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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
TEACHER: MA. JOAN L. HEMBRA DATE SUBMITTED: JUNE 13, 2022

RATER: ARLENE G. JABONETE PhD SUBJECT & GRADE LEVEL: PR1-Grade 11

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

Children who are gifted are those who are possibly above average in one or more developmental
categories (physical, social, creative, intellectual). These students require more complex activities to
meet their intellectual needs. As a result, their instructional delivery necessitates more preparation and
strategic thinking.
With that, I strongly disagree with the observers’ notes on Teacher Emille Santos’ class that all
learners must receive same activity and no differentiation must be applied for advanced learners.
Students who are intellectually gifted learn faster than that of the regular students. They also
accomplish their tasks without the assistance of the teacher and the results are outstanding. If they
always finish early, the teacher must be able to provide more complex activities to make their learning
interesting at the same time challenging.
If we want to support our gifted and talented pupils in our classroom. It is important that we try
to learn how they think and learn about the different struggles they face. Understanding them about
their special needs and requirements will help them achieve learning goals. Remember, every single
one of our students are distinct. As classroom teachers, we must go be flexible and allow students to
work on their own and evaluate their own learning. We must be able to create a learning environment
that can make our gifted and talented students grow and be developed to meet their intellectual needs.
But most of all, as a teacher, make a classroom that embrace diversity and honor differences.
Provide an environment in which all students can demonstrate his or her potential or aptitude to learn
and perform at their best. Establish a noncompetitive, individualized, and open classroom, which
allows all students meet the learning goals.

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 3
TEACHER: MA. JOAN L. HEMBRA DATE SUBMITTED: JUNE 13, 2022

RATER: ARLENE G. JABONETE PhD SUBJECT & GRADE LEVEL: PR1-Grade 11

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

In the lesson plan attached on the topic Data Analysis Techniques, I have presented several
activities to make them ready for a more challenging activity as the lesson progresses. Since not all
students in the class are academically gifted, the teacher shall make use of collaborative learning in
which students are grouped heterogeneously to allow better results. The groups also are provided
with tasks that are of different levels so that those gifted ones shall work on more complex tasks
while the others will do the simple ones. Gathering data from respondents by conducting interview,
recording and transcribing of interview material, grouping of relevant responses, and assigning
categories to the grouped responses are the activities which students can work on.
Providing activities of different levels can be presented during the LAC Session in which
teachers can share how we can respond to learners of different intellectual abilities.

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: MA. JOAN L. HEMBRA DATE SUBMITTED: JUNE 2022

RATER: ARLENE G. JABONETE PhD SUBJECT & GRADE LEVEL: PR1-Grade 11

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
The UN 2030 Agenda includes a Goal for Sustainable Development aimed at ensuring
“inclusive and equitable quality education and promote lifelong learning opportunities for all”. This
Goal encompasses several dimensions of the Right to Education and one of its targets, Gender
Equality and Inclusion, explicitly refers to indigenous peoples and children in vulnerable situations
who, despite significant progress, are still denied access to education.
These Indigenous People (IP) groups are the inheritors and practitioners of distinct cultures
and methods of interacting with others and the environment. They have unique social, cultural,
economic, and political traits from the dominant societies. These indigenous people have a right to a
comprehensive education. Education that represents their common beliefs, sentiments, attitudes, and
broad concepts. Not only common learners, but also, IPs pupils, have

access to education.
Learners from indigenous groups requires teaching strategy that will make them be proud of
their cultural identity – a strategy that can provide them with knowledge where they can share, relate,

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
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and integrate their culture to the realities of life. Such strategy includes establishing a good relationship
wherein learners find a sense of place and belonging within schools. Teachers must be aware and must
be sensitive to the background of these learners so that these learners can also become ready and will
not be inferior with the rest of the students in the class. Teachers must observe fairness, respect, care
and acceptance in the classroom for it to be a learning environment that meet the cultural needs of the
learners.
When lessons are relevant to pupils and applicable to his/her activities in their own
community, the sense of relatedness helps them answer the question and actively engaged in the class
discussion. If topics were relevant and integral to their lives, as indigenous people, they engaged well
and started to reflect deeply and think critically. Most of all, embrace diversity. Honor indigenous
people, their language, culture, and everything about their community. And to support this context,
use local resources that familiar to them and aligned to our curriculum.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 7

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from
the Australian Government
 8

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
TEACHER: MA. JOAN L. HEMBRA DATE SUBMITTED: JUNE 2022

RATER: ARLENE G. JABONETE PhD SUBJECT & GRADE LEVEL: PR1/Grade 11

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

In the attached lesson plan, the teacher has provided sample research problems to let the students
identify whether it is quantitative or qualitative. The teacher can provide sample scenario, cultural
issues in which students from indigenous groups can relate. This can make them share their
experiences which can let other students learn from these experiences since one of the types of
qualitative research is Ethnography. Students from indigenous groups can let their classmates
understand ethnography better and these IPs can conduct research on that.

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