RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

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 #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 REFLECTION

To have a pupil like Clara is a challenge that a teacher must surpass. It is about measuring the teacher’s ability to
recognize the problem and make an action to meet the learner’s needs without making them feel that they are
different. Teachers must know that their learners walk into their classroom with a wide range of gifts and try to
find ways to meet their needs, including those with learning and thinking differences.

Given the situation like Clara, as a (change Grade Level) Teacher, I will utilize differentiated instruction,
especially in my subject area, where pupils tend to use critical thinking skills. With this approach, I can change
what pupils need to learn, how they’ll remember it, and how to get the material across to them. In my experience,
when my pupils struggle with one topic, I will create a plan that includes extra practice, step-by-step directions,
and particular homework. Scaffolding is also an option. These breaks learning into chunks. These chunks follow a
logical order and move toward a clear goal. I usually form a bridge between what my learners already know and
what they cannot do independently. In Mathematics and English, it can be charts, pictures, and cue cards.

In my subject area, mathematics, Graphic Organization is the best use for my teaching process with learners who
have difficulty understanding. I draw a picture to map out my thoughts and ideas. It can help the pupils, especially
the younger pupils, with activities like counting and solving. This can help them plan and organize problem-
solving

According to Branstetter (2019), when you label a student with a learning disability, this creates a problem- they
hold lower expectations. In turn, the student may live up to these low expectations. Although students with
learning disabilities tend to struggle with lower achievement and have negative beliefs about their academic
abilities, some researchers point out that it is difficult to disentangle what is causing these challenges.

With my few years in teaching, encountering situations like Clara is not a surprise at all. What I am doing is
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

focusing on the sea of strengths around the islands of weakness. Focusing on strengths isn’t just a nice thing to
do. It is essential for pupils with learning disabilities to feel good about themselves.

I could all take a lesson from my pupils on a positive mindset. My pupils with special needs gave me hope that I
can cultivate that resilience and strength in all the pupils who come to me with diverse learning needs as an
educator and parent.

Reference:

Branstetter, R. (2019). How to Help Students with Learning Disabilities Focus on their Strengths. Retrieved from
https://greatergood.berkeley.edu/article/item/how_to_help_students_with_learning_disabilities_focus_on_their_strenghts

YOUR REFLECTION

If Clara is my student, I will promote the least restrictive environment to combine settings that involve Clara with
regular classroom and school programs as much as possible.

There are various options for changing exams in ways that are fair while also taking into account how busy teachers
are. One option is to argue traditional assignments or tests with portfolios, which are collections of a pupils work that
show their growth over time and frequently include reflective or evaluative remarks from the pupils, the teacher, or
both. Another option is to design a method for observing the pupil often, even for a few minutes, and to take informal
notes about the observations for subsequent review and assessment. Also, enlisting the assistance of teacher
assistants, who are often there to assist with a handicap, an assistant may usually complete a brief test or activity with
the pupil and then report and discuss the results with the learner.

I encountered a pupil with a mild cognitive disability in my teaching career. This pupil was assigned primarily to
classes specially intended for slow learners but participated in school-wide activities alongside non-disabled pupils. I
also designed an individual educational plan for that pupil considering his strengths and needs.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

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

In activity 1, which high lightened geometry construction, I used differentiated learning where students have the
option to draw, label, and discuss the figure being drawn. Rubrics are also presented in grading to guide learners
on the task.
I also used collaborative learning with Think-Pair-Share to cultivate the students’ social interaction in which other
students and vice versa can assist one’s weakness. This strategy will encourage the learners to give each other’s
best and strengthen the learner’s flaws by developing with peers.

Generally, inductive learning was employed in lesson planning. This discovery learning will let the learners discover
the lesson by observing examples. Examples given in the lesson plan are relatable and can be seen in real-life
situations, so the students can relate and understand very well. This strategy is deemed appropriate for students
who are suffering from learning difficulties. Unlike with deductive learning, students are not given rules that they
need to apply. This strategy will let the learners learn by doing with differentiated learning. It is more on here are
some objects, data, artifacts, experiences, and examples. What knowledge can you gain?

With this teaching strategy, the task is explicitly designed to help guide the learners, especially the students who
have difficulty in the subject. It can be challenging to learn a lot of new rules, but the mental effort of working out
rules using inductive learning helps the student remember them.