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RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
TEACHER: MARIA CHRISTINA B. SEREÑO, EdD DATE SUBMITTED:

RATER: AMIE K. EBALES SUBJECT & GRADE LEVEL: GRADE 11 & 12

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

In the context of addressing gifted learners, personally, I do not agree with the note of the observer.
The teaching strategy, Differentiation or Differentiated Instruction, means tailoring instruction to meet individual needs.
Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and
flexible grouping makes this a successful approach to instruction.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in
the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create
the best learning experience possible, that teacher is differentiating instruction.
Differentiated instruction provides challenging, meaningful, and engaging activities for learners of all levels.
Writing for the Association for Supervision and Curriculum Development, Alexa Epitropoulos lists seven distinct
advantages of differentiated instruction.

1. Differentiated instruction is proactive. In a differentiated instruction model, the teacher does not wait for students to
fall behind before employing new learning strategies. Instead, with differentiated instruction, the instructor is proactive
and takes a motivational and positive approach. Teachers prepare differentiated instructional techniques before the
course begins, which helps prevent many students from ever falling behind. Instructors assume varied learning needs to
accommodate for the various ways students master course material.
2. Differentiated instruction is qualitative. Differentiated instruction doesn't mean that teachers give more work to
advanced students and less work to students that might struggle. Each student completes the same amount of work.
However, the quality of the work required may vary according to ability, interest, or previous content knowledge.
3. Differentiated instruction is rooted in assessment. Educators using differentiated instruction begin the class with an
assessment. The results of the assessment determine the teacher’s instructional approach. Throughout the course,
teachers continue to assess student learning through one-on-one conversations, student work, classroom observations,
and formal assessments. Teachers then iteratively design course content and instructional strategies based on the results
of each assessment. With differentiated instruction, assessments not only help evaluate student mastery, but also gauge
teaching effectiveness.
4. Differentiated instruction takes multiple approaches. With differentiation in the classroom, instructors can manage
what students learn, how students learn, and how students are assessed. With its flexibility, differentiated instruction
allows teachers to maximize individual growth in the course content.
5. Differentiated instruction is student-centered. Differentiated instruction presupposes that students learn in different
ways and at different paces. Teachers using this instructional model cultivate and facilitate diverse educational
experiences designed to advance each student's learning, regardless of their learning style and background.
6. Differentiated instruction blends individual, small group, and whole-group strategies. A common misconception
about differentiated learning is that the approach only works for individuals or small groups. However, the advantages
of differentiated instruction extend to larger groups of students. University instructors can bring the benefits of
differentiated instruction to classrooms of various sizes—from individual students to large groups of students.
7. Differentiated instruction is dynamic and organic. In a differentiated learning space, teachers and students learn
together. Students focus on learning the course content while teachers tailor their instructional strategies to student
learning styles.
Moreover, differentiated instruction combines individual, group, and full class education techniques. One of the
largest benefits of differentiated instruction for students is that it incorporates many different teaching styles. In courses
applying differentiated instruction, whole-class discussions are often followed by group or individual learning activities that
help cement subject comprehension.

This tool was developed through the Philippine National

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

TEACHER REFLECTION FORM (TRF)

MASTER TEACHER I-IV
TEACHER: MARIA CHRISTINA B. SEREÑO, EdD DATE SUBMITTED:

RATER: AMIE K. EBALES SUBJECT & GRADE LEVEL: INQUIRIES -GRADE 12

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

For objective 9, I attached the SET B MOV because I have no identified learners with disabilities, giftedness
and/or talents. Because of this, I accomplished the Teacher reflection Form (TRF). For a TRF 1, I made a reflection on
the given situation. On TRF 2, I attached a copy of my Lesson Exemplar highlighted the parts that I
modified to attend the special needs of my student.

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: MARIA CHRISTINA B. SEREÑO, EdD DATE SUBMITTED:

RATER: AMIE K. EBALES SUBJECT & GRADE LEVEL: INQUIRIES -GRADE 12

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

When teaching all students regardless of their cultural identification, it is vital that the teaching strategies used
are relevant and effective for the students. For engaged learning to take place, the educational experiences offered to them
must be focused to achieve learning objectives and outcomes. Students may engage in learning in varying ways and so
developing strategies that may be effective in engaging in Indigenous students can be supportive of successful teacher
practice. However it is important to ensure that all students are considered as individuals with varying educational needs
and not to group students learning paths based on their cultural identity. It is important that teachers have high
expectations of students and create a positive view within the classroom as well as using specific strategies that may be
effective in teaching Indigenous students.   
According to DepEd Order no. 32, s. 2015, or the Adopting the Indigenous Peoples (IP) Education Curriculum
“Recognizing the right of indigenous peoples to basic education that is culturally rooted and responsive, the IPEd
Curriculum Framework seeks to provide guidance to schools and other education programs, both public and private, as
they engage with indigenous communities in localizing, indigenizing, and enhancing the K to 12 Curriculum based in their
respective educational and social contexts”. “Fundamental to IPEd is establishing institutionalized partnership between
indigenous communities and the respective schools/learning programs which serve them. This is to be pursued through
sustainable community engagement which guarantees the meaningful participation of indigenous communities in the
inclusion of their Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning Systems (ILS) in the
Basic Education Curriculum Framework”.
Having an indigenous group where their culture is different from those living in the city, I need to give them
activities that will engage them with their classmates who do not belong to their group and be able to express themselves
and share their culture and beliefs. Activities will be modified wherein the interaction and the collaboration among the two
groups is not sacrificed. They will be given fair treatment and judgment in their activities to be submitted.

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)

MASTER TEACHER I-IV
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
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

For objective 9, I attached the SET B MOV because I have no identified learners with
disabilities, giftedness and/or talents. Because of this, I accomplished the Teacher reflection Form
(TRF). For a TRF 1, I made a reflection on the given situation. On TRF 2, I attached a copy of my
Lesson Exemplar highlighted the parts that I modified to attend the special needs of my student.

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