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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER : Teacher Zhai 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
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

Students who are learning disabled have a significant gap between their academic achievement
and their intellectual abilities in one or more of the following areas: oral expression, listening
comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation,
mathematics reasoning, or spelling. According to an article published in Teacher Vision, the following are
some of the most common indicators of learning challenged students. Rather than being isolated, most
learning-disabled students exhibit these qualities to varying degrees and intensities. A student with a
learning disability has poor short and long
term auditory memory, low self-esteem, is frequently distracted, and finds it difficult, if not impossible, to stay
on target for long periods of time.

Clara, for example, was restless and unable to concentrate in class. Most students are naturally active,
but hyperactive individuals are constantly moving from one task to another. When you apply traditional
teaching approaches, they have problems paying attention in class. That is why we must use additional
strategies to engage hyperactive pupils on their own premises. The good news is that these strategies also
make teaching more enjoyable.

Clara can be encouraged to perform Hands-On learning because students learn best when they are
actively involved in the process. We can't expect them to sit quietly at their desks while listening to the
lecture and taking the test. That is too difficult for them. Because doing is always preferable to hearing, I'll
turn Clara's doing into a learning activity. Because my subject is computers, I may ask Clara to draw
computer components. That is a requirement of the curriculum. This is a great technique to teach essay
writing and storytelling as well. Clara will be encouraged to assist her peers in cleaning the classroom. I'll
show them that it's a regular part of the school day. Clara's parents should also engage in some hands-on
learning with her.

I should not take myself so seriously as a teacher. I can help learning disabled students direct their
enthusiasm in the proper manner by using engaging teaching strategies.

This tool was developed through the

Philippine National
Research Center for Teacher Quality
(RCTQ) with support
from the Australian Government
2
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER : Teacher Zhai 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
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 REFLECTIONS

Gifted students have potential that is significantly higher than normal in one or more of the following
domains: intellectual, creative, social, or physical. In order to reach their full potential, they require services
and activities not normally given by the school. Gifted students are exceptional in one or more academic
fields. Exceptional ability in one or more practical topics distinguishes gifted students. As they go through
their scholastic careers, gifted students frequently pursue further education and advanced degrees. They
are, for the most part, structured thinkers. When prompted, gifted youngsters may be able to come up with a
story or a sketch, but creativity is not one of their strengths. They are often well-rounded, and they may
continue to perform music or create creative projects, despite a lack of interest in composition or abstract
thinking.

We can encourage talented students to bring reading materials or assignments from home, but we must
ensure that the items they bring will push them to learn new words and improve their reading skills. The
computer programming lesson plan for grade 8 is provided. Regular students will respond to the first
question in the assignment. Following that, the gifted students will answer the second question. Tiered
assignments for gifted students are included in this lesson plan. Tiered assignments are an excellent
method to address the diverse demands of your pupils. It begins with the basic standard aim and then
creates an assignment based on it. The second tier is here. After that, scaffold the task to provide additional
guidance for students. You improve the capability for gifted students. This could be more difficult numbers in
a math assignment, a more difficult material to read, or a second component to any assignment. You can
add a challenge by having students write an explanation of their thinking, or you can add an application
component where students apply the basic skill to a real-world situation. Sample Activity sheet is provided
below.

This tool was developed through the

Philippine National
Research Center for Teacher Quality
(RCTQ) with support
from the Australian Government
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Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Bulacan
 BALAGTAS NATIONAL AGRICULTURAL HIGH SCHOOL

ACTIVITY SHEET

Direction: Draw the computer's basic components in the box below. Each computer component should be
labeled.

Direction: Based on the drawing you've made. Write down the significance and function of each computer
component based on your own understanding (minimum of 5 parts)
No. Parts Function

1.

2.

3.

4.

5.

This tool was developed through the

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