Scribd Logo
Upload

Welcome to Scribd!

  • 27 views

    Iiiiref

    Uploaded by

    Inshur Hai
    The teacher reflected on addressing the needs of learners with special needs and gifted learners. For a learner diagnosed with auditory processing disorder, the teacher plans to modify instructions, use more visual tools, speak slowly and clearly, and ensure the learner is actively involved. For gifted learners, the teacher will design lesson plans that highlight strategies like challenging assignments. The teacher also evaluated a sample assessment for cultural appropriateness, noting it should focus more on the roles of indigenous community elders and healers. The teacher plans to design new lessons integrating indigenous culture based on national policies on indigenous education.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Iiiiref

    Uploaded by

    Inshur Hai
    27 views8 pages
    The teacher reflected on addressing the needs of learners with special needs and gifted learners. For a learner diagnosed with auditory processing disorder, the teacher plans to modify instructions, use more visual tools, speak slowly and clearly, and ensure the learner is actively involved. For gifted learners, the teacher will design lesson plans that highlight strategies like challenging assignments. The teacher also evaluated a sample assessment for cultural appropriateness, noting it should focus more on the roles of indigenous community elders and healers. The teacher plans to design new lessons integrating indigenous culture based on national policies on indigenous education.

    Original Title

    iiiiref

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The teacher reflected on addressing the needs of learners with special needs and gifted learners. For a learner diagnosed with auditory processing disorder, the teacher plans to modify instructions, use more visual tools, speak slowly and clearly, and ensure the learner is actively involved. For gifted learners, the teacher will design lesson plans that highlight strategies like challenging assignments. The teacher also evaluated a sample assessment for cultural appropriateness, noting it should focus more on the roles of indigenous community elders and healers. The teacher plans to design new lessons integrating indigenous culture based on national policies on indigenous education.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    27 views8 pages

    Iiiiref

    Uploaded by

    Inshur Hai
    The teacher reflected on addressing the needs of learners with special needs and gifted learners. For a learner diagnosed with auditory processing disorder, the teacher plans to modify instructions, use more visual tools, speak slowly and clearly, and ensure the learner is actively involved. For gifted learners, the teacher will design lesson plans that highlight strategies like challenging assignments. The teacher also evaluated a sample assessment for cultural appropriateness, noting it should focus more on the roles of indigenous community elders and healers. The teacher plans to design new lessons integrating indigenous culture based on national policies on indigenous education.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 8

    1

    RPMS SY 2021-2022

    TEACHER REFLECTION FORM (TRF)


    TEACHER I-III
    PRINCESS E. TAOLI
    TEACHER: ______________________________________ JULY 12, 2022
    DATE SUBMITTED: _________________________

    RATER: _________________________________________ ARALING PANLIPUNAN 8


    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

    After having a conference with Clara's parents, I found out that she had been diagnosed
    with a learning disability. I urgently tried to research from the Internet, I believe that
    gaining a better understanding about her learning disability will help me in addressing her
    needs. As a result, I decided to adapt my teaching strategies and materials to meet her
    special needs.
    according to my research in the internet Clara's problem could be that she has
    experiencing Auditory Processing Disorder. Auditory Processing Disorder (APD) is a
    hearing problem that affects about 3%–5% of school-aged children. (Source: https://
    kidshealth.org/en/parents/central-auditory.html) With this, I prefer to make my classroom
    more adaptive and engaging in order to avoid losing this learner's attention to help the
    learner listen and learn more successfully. I let her seat in the front to let the learner pay
    more attention when she can clearly hears the teacher. I use more visual tools and
    gestures to caught more her attention. I prefer to use more slowly and clearly to
    emphasize essential points. I utilize terms and clues to assist her in sequencing events
    when providing a step-by-step procedure in class. I always make sure that she is writing
    down the important terms and ensure her to involve in the classroom and that she always
    receive the same level of knowledge as her classmates who did not have disability. As
    they continue to realize that learning is always fun, and can boost also their self
    confidence with positive vision in learning. So all in all it is us, teachers, the key or should
    I say the way for our learners to feel secured, loved, cared and accepted in the
    classroom.

    This tool was developed through the Philippine National


    Research Center for Teacher Quality (RCTQ) with support
    from the Australian Government
    2

    This tool was developed through the Philippine National


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

    RPMS SY 2021-2022

    TEACHER REFLECTION FORM (TRF)


    TEACHER I-III
    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
    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 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

    RPMS SY 2021-2022

    TEACHER REFLECTION FORM (TRF)


    TEACHER I-III
    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
    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

    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

    RPMS SY 2021-2022

    TEACHER REFLECTION FORM (TRF)


    TEACHER I-III
    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
    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

    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

    You might also like