RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER: _HIEN T. AMBAS___________________ DATE SUBMITTED: ____________________

RATER: ___VERONICA D. BATERBONIA_________ SUBJECT & GRADE LEVEL:_Grade 10_______

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 student 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 grade 10 Teacher, I will utilize differentiated instruction,
especially in my subject area, where students tend to use critical thinking skills. With this approach, I
can change what students need to learn, how they’ll remember it, and how to get the material across to
them. In my experience, when my students 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 Filipino and English, it can be charts, pictures, and cue cards.

In my subject area, Filipino, picture is the best use for my teaching process with learners who
have difficulty in understanding. I use picture to map out my thoughts and ideas.

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.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

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.

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_o
n_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.
 RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

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 student’s 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 student 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

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.