RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER: FANNEZA S. MADRELIÑO DATE SUBMITTED: JUNE 28, 2022

RATER: JESSIE T. REBUTADA SUBJECT & GRADE LEVEL: ENGLISH 7

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
Indigenous People (IP) are separate social and cultural groups with shared ancestral ties to the lands and natural
resources on which they have resided, are currently occupying, or have been forcibly removed. Indigenous people
frequently reside in isolated areas and are reliant on their lands and natural resources for survival. Their traditional
knowledge and interaction with the ecosystem they live in are also important to their cultural identity, spiritual
activities, and governmental structures. However, education systems in developing nations frequently lack the
capacity or are unwilling to provide programs that respect the different cultures of Indigenous Peoples.

Many non-IP teachers are inexperienced in educating and interacting with IP students. We may need to put the
textbook solutions behind us in order to connect with them and pique their interest in learning. Indigenous students
do not see representations of themselves, their histories, or their issues in textbooks or other teaching materials.
They usually discover that the schooling provided by the state emphasizes competitive individualism rather than
cooperative community living. It's possible that the abilities taught in school have little to do with the kinds of labor
and survival skills required in indigenous societies. Indigenous students frequently leave their formal education
behind and return to their communities with an inadequate education.

Being a friendly and approachable teacher. establishing a connection with the regional IP Communities. Build
relationships with kids, but avoid appropriating or representing their viewpoints. Encourage students to use critical
thinking by demonstrating it in lectures and class discussion. Aboriginal and Torres Strait Islander languages are
covered in the resources included in the reflective teaching and learning approach. There are ten instructional
strategies, it is claimed. Aim for real communication in your target language; language is also culture; focus on
listening and speaking rather than writing and grammatical analysis; explore activities for teacher and learner to do
together; use audio and videotaping; be an active language learner; be patient; and most importantly, be proud of
each other and yourself.

This tool was developed through the Philippine National Research

TEACHER: FANNEZA S. MADRELIÑO DATE SUBMITTED: JUNE 28, 2022

RATER: JESSIE T. REBUTADA SUBJECT & GRADE LEVEL: ENGLISH 7

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

The teacher was able to provide selection as guide for students to be responsive in the needs of
students that belong to indigenous people.
The topic chosen by the teacher is suitable for IP students because it has to do with social problems.
The problems that can be seen are also experienced by students who belong to the ethnic group.
In the introductory part, the Filipino culture is presented in relation to the Indigenous People. In the
presentation part, a paragraph was read about the people of Negros on how they overcame the
problems they faced during the pandemic. In the application, he focused on the ability of the students
where he excelled; in writing an essay, drawing, and making a poem with a topic about IPs. Even in the
forecasting part, different IP images are shown. And based on this picture will make a picture essay.
Through this work, the teacher was able to make IP students feel the importance of their culture and
even their classmates in order to avoid their unequal treatment.
As teachers, let's be flexible at all times and be aware of all situations so that we have the opportunity to
have students who belong to ethnic groups.

This tool was developed through the Philippine National Research