1

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: JOAN G. BAYANGAN DATE SUBMITTED: JULY 5,2022

RATER: RIONA B. COPILING SUBJECT & GRADE LEVEL: ESP GRADE 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 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Xhameer is suffering from a deficiency by shortcomings in his learning areas, seen unfocused and restless
during the face to face class. Neither was he unable to pass his activities, he also had difficulty in understanding and
following the instructions given by his teachers and classmates.
Action Taken: The adviser took an immediate action to have a conference with his parents and found out from them
that Xhameer has anxiety and was diagnosed with a learning disability.
How will you modify the instructions for Xhameer? to keep him 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
To have a student like Xhameer 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 Xhameer, as an ESP 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., 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.
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 Xhameer is not a surprise at all. What I am doing is 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 students
with learning disabilities to feel good about themselves.

I could all take a lesson from my students on a positive mindset. My students with special needs gave me hope that I can
cultivate that resilience and strength in all the students 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

This tool was developed through the Philippine National

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

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: JOAN G. BAYANGAN DATE SUBMITTED: July 5,2022

RATER: RIONA B. COPILING SUBJECT & GRADE LEVEL: ESP 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 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, I used differentiated learning where students have the option to draw, label, and discuss the figure being
ask about the tsart. 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.

This tool was developed through the Philippine National

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

Republic of the Philippines

Department of Education
Cordillera Administrative Region
Division of Baguio City
LINDAWAN NATIONAL HIGH SCHOOL
Purok 2 Lucnab, Baguio City

BANGHAY –ARALIN sa EDUKASYON SA PAGPAPAKATAO 7

Paaralan: Lindawan National High Antas: Grade 7

School
Guro: Joan G. Bayangan Asignatura:

Petsa: Markahan: Unang Markahan

I. Layunin
A. Pamantayang Pangnilalaman Naipapamalas ng mag-aaral ang pag-unawa sa talento at
kakayahan
B. Pamantayang Pagganap Naisasagawa ng mag-aaral ang mga gawaing angkop sa
pagpapaunlad ng kanyang talento
C. Kasanayan sa Pagkatuto Natutukoy ang kanyang mga talento at kakayahan EspS-Ic-2.1
II. Nilalaman Pagkilala sa sariling talento, kakayahan at mga kahinaan
III. Kagamitang Panturo
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro Araling Panlipunan 10 Mga Kontemporaryong Isyu at Hamong
Panlipunan - Teacher’s Guid

2. Mga Pahina sa Kagamitang

Pang Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba pang Kagamitang Panturo Laptop, Ppt, , Pictures,

IV. PAMAMARAAN Talakayan/PPT,Qand A,individualized instruction

Balitaan/ Kumustahan 1. Pagbati
2. Pagsasaayos ng silid-aralan
3. Pagtala ng lumiban sa klase

A. Balik-Aral sa Nakaraang Aralin at/o Panuto: Sabihin ang happy face kung ikaw ay sumasang ayon sa
Pagsisimula ng Bagong Aralin sinasabi ng pangungusap. Kung hindi ka sumasang ayon sa mensahe
ng pangungusap sabihin ang sad face
1.Ang talento ay kusang lumalabas sa takdang panahon
2. Dapat ikasira ng ating kalooban ang sa tingin natin ay napakasimple
3. Upang magkaroon ng tiwala sa sarili at malampasan ang mga
kahinaan, mahalagang tuklasin at paunlarin ang angking talent at
kakayahan
4. Ang talent ay isang pambihira at likas na kakayahan ay kalakasang
intelektual upang makagawa ng isang pambihirang bagay
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4
5. Kung hindi mo gaanong alam ang iyong espesyal na talent,
mahalagang bigyang pansin ang iyong kakayahan na maaari ring
magdala sa iyo sa tagumpay.

B. Paghahabi sa Layunin ng Aralin Gawain 1

Pagsagot sa Tsart ng kakayahan
PANUTO; Gayahin ang TSART sa iyong papel..Punan ang mga
patlang sa loob ng tsart ng angking mga kakayahan,pwedeng
sagutan sa pamamagitan ng pagdrawing o pasulat
Mga kakayahan na natutunan mula sa aking karanasan
Hal: Pagluluto
Mga kakayahang minana
Hal: Pag-awit
Galing sa aking pagpapahalaga
Hal: Pagtulong sa nangangailangan

Para sa mag-aaral na nangangailangan ng masusing gabay at

atensiyon, narito ang kanyang gagawin
Panuto: magsulat ng Tatlong talent o kakayahan na iyong
tinataglay sa kasalukuyan
1._________________
2._________________
3._________________

C. Pag-uugnay ng mga Halimbawa sa Pagsagot sa mga gabay na tanong mula sa tsart na sinagotan
Bagong Aralin 1.Sa mga isinulat mo sa tsart, ano-ano ang maituturing mong
likas mong talento?
2. Kailan mo natuklasan ang iyong talento?
3. Ano sa palagay mo ang pagkakaiba ng talento sa
kakayahan?
4. Sa mga isinulat mong mga sagot, alin ang nangangailangan
ng pagpapabuti? Bakit?
5. Paano mo binabalak na palakasin ang kakayahan mong
nangangailangan ng pagpapabuti?
D. Pagtalakay ng Bagong Konsepto at
Paglalahad ng Bagong Kasanayan #1 Pagtalakay sa pagkakaiba nga talento at kakayahan

E. Pagtalakay ng Bagong Konsepto at Pagtalakay sa ibat-ibang uri ng kakayahan/talent0 sa pamamagitan ng

Paglalahad ng Bagong Kasanayan #2
Activity: 4pics1 word at video

F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment) Pagsagot sa mga sumusunud na tanong
Ano ang dapat mong gawin sa talento at kakayahang taglay?

G. Paglalapat ng Aralin sa Pang-Araw- Pagsagot sa tanong na paano paunlarin ang ating

araw na Buhay kakayahan?

H. Paglalahat ng Aralin Ang talento at kakayahan mong taglay ay kailangan mong paunlarin!

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 5

I. Pagtataya ng Aralin Sagutin ang pagtataya

Panuto: Basahin at unawain ang bawat pangungusap sa ibaba at piliin
ang tamang sagot mula sa mga ibinigay na salita na pagpipiliian.
Visual/spatial verbal/linguistic
mathematical
Intrapersonal Bodily/kinesthetic
musical/rhythmic
Interpersonal existential naturalist
1. Ginaya mo ang ginagawa ng batang naglalaro.
2. Si Boy ay magaling sumayaw.
3. Marami tayong kababayan na umaawit sa ibang bansa at
nagiging sikat.
4. Ang maliliit na bata ay maraming tanong na “bakit” sa
kanyang magulang.
5. Bago ako matulog sa gabi, nagkakaroon ako pagsusuri kung
ano ang nagawa ko sa maghapon.

J. Karagdagang Gawain para sa

Takdang-Aralin At Remediation
V. MGA TALA Bibigyan ng pansin ang mga mag-aaral na nangangailangan ng
mas maraming patnubay at gabay. Magbibigay din sa kanila ng
hiwalay na gawain o activity sheet bilang kanilang output.
Habang isinasagawa ng mga mag-aaral ang mga pangkatang
gawain, personal na kausapin at tulungan ang mga mag-aaral na
ito sa pagsagot sa kanilang gawain at pagpapaliwanag sa kanila
kung tungkol saan ang paksa.

VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin.
D. Bilang ng mag-aaral na
magpapatuloy sa remediation

Inihanda ni:

Joan G. Bayangan
Guru- ESP

Binigyang Pansin:

RIONA B. COPILING

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 6
School Head

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: JOAN G. BAYANGAN DATE SUBMITTED: JULY 5,2022

RATER: RIONA B. COPILING SUBJECT & GRADE LEVEL: ESP 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 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
mayor datu/chieftain
councilors community elders
medical officers healers

YOUR REFLECTIONS

The World Bank Organization defines indigenous peoples as distinct social and cultural groups
with collective ancestral ties to the lands and natural resources on which they live, occupy, or have
been displaced. Indigenous people frequently follow their traditional leaders and organizations for
representation that is distinct or distinct from that of mainstream society or culture. It is estimated
that over 370 million indigenous people live in 70 countries around the world. The Philippines is a
culturally diverse country, home to an estimated 14- 17 million Indigenous Peoples (IPs) from 110
ethnolinguistic groups. In recognition of this cultural diversity, Republic Act 8371, also known as
the Indigenous Peoples Rights Act of 1997 mandates recognition and promotion of the rights of
indigenous peoples and indigenous cultural communities in the Philippines. Moreover, as found on
DepEd Order no. 62 s. 2011, the 1987 constitution specifies that " the State shall protect and
promote the right of all citizens to quality education at all levels and shall take appropriate steps to
make such education accessible to all". Likewise, this DepEd Order also mandates the adoption
of appropriate basic education pedagogy, content, and assessment through the integration of
Indigenous Knowledge Systems and Practices in all learning areas and processes. Furthermore,
DepEd order no. 32 s. 2015, recognizes the right of indigenous people to basic education that is
culturally rooted and responsive. This also encourages schools with indigenous communities to
localize, indigenize, and enhance the K-12 curriculum based on their respective educational and
social contexts.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

Reflecting on the statements and policies above, it can be stated that the
assessment activity provided is cognizant of the existing policies of the state and the
Department of Education in recognizing and protecting the rights of the members of the
indigenous people. The assessment activity is culturally appropriate to all members of the
class including the five learners who are members of the indigenous communities. The
assessment activity is an example of an indigenized activity which is a form of
contextualization. This means that the assessment activity is related to the bio-
geographical, historical, and socio-cultural context of the learners. Localization and
indigenization of activities are very important in making the learners learn. This makes the
instruction relevant, meaningful, and useful to all learners. Aside from this, I also believe
that the indigenization of materials is a great way in informing regular learners about the
culture of learners who are members of the indigenous groups. For example, in this
assessment activity, the regular learners were informed about the members of the
community of indigenous groups. Similarly, the learners who are members of the
indigenous groups were also informed about the members of the community outside their
group. This practice plays a crucial role in making all learners learn harmoniously. It
prevents the occurrence of discrimination and conflict among the learners. Indeed, our role
as teachers is very important in promoting inclusive education in our country. We should
always develop activities that suit the context and needs of our students.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 8

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: JOAN G. BAYANGAN DATE SUBMITTED: JULY 5,2022

RATER: RIONA B. COPILING SUBJECT & GRADE LEVEL: ESP 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 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 activity is part of the lesson plan, attached here. Designed for intercultural differences in which different people
pray.

Abstract Conceptualization

Activity 1: PICTURE Analysis

Directions: Observe the picture shown in the presentation. Then, answer each question broadly.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 9

PICTURE 1 PICTURE 2

SET A

PICTURE 1 PICTURE 2

SET B
In presentation pictures shown above, Ask the learners in given questions.
What have you seen in the pictures?
What do they have in common? How they differ from one another?
How do people talk to God? And why?
Have you try to ask God your purpose of living? Why?
I used existentialism teaching here. Every individual is unique and education must
cater to the individual differences. Therefore, the objective of education is to enable
every individual to develop his unique qualities, to harness his potentialities and
cultivate his individualities

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 1
0

Republic of the Philippines

Department of Education
Cordillera Administrative Region
Division of Baguio City
LINDAWAN NATIONAL HIGH SCHOOL
Purok 2 Lucnab, Baguio City

BANGHAY –Edukasyon sa Pagpapakatao 10

Pananampalataya sa Diyos

Paaralan: Lindawan National High School Antas: Grade 10

Guro: Joan G. Bayangan Asignatura: ESP

Petsa: Markahan: Ikatlong Markahan

I. Layunin 1. Nakapagpapaliwanag ng kahalagahan ng pagmamahal ng Diyos

2. Natutukoy ang mga pagkakataong nakatulong ang pagmamahal
sa
Diyos sa kongkretong pangyayari sa buhay sa pamamagitan ng
dasal
3. Binibigyang galang ang mga halimbawa ng mga
paraan kung paanong ipinapakita ng mga katutubo ang paraan
ng kanilang pagdarasal at pananampalataya
A. Pamantayang Pangnilalaman Naipamamalas ng magaaral ang pag-unawa sa pagmamahal ng Diyos.

B. Pamantayang Pagganap Nakagagawa ang mag-aaral ng angkop na kilos upang mapaunlad

ang pagmamahal sa Diyos.
C. Kasanayan sa Pagkatuto Napangangatwiranan na: Ang pagmamahal sa Diyos ay pagmamahal
sa kapwa.
II. Nilalaman Pagmamahal ng Diyos
III. Kagamitang Panturo
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro
2. Mga Pahina sa Kagamitang
Pang Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan mula
sa portal ng Learning Resource
B. Iba pang Kagamitang Panturo Mga Larawan, Telebisyon, Laptop, Powerpoint Presentation,
IV. PAMAMARAAN

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 1
Balitaan/ Kumustahan 1. Pagbati 1
2. Pagsasaayos ng silid-aralan
3. Pagtala ng lumiban sa klase
A. Balik-Aral sa Nakaraang Aralin at/o Mahalaga baa ng pananalangin? Bakit kailangan nating magdasal?
Pagsisimula ng Bagong Aralin

B. Paghahabi sa Layunin ng Aralin Ipakita ang mga larawan at tanungin ang mga mag-aaral kung ano ang
mensahe o ipinapakita ng larawan

C. Pag-uugnay ng mga Halimbawa sa Pagsagot sa mga pamprosesong tanong:

Bagong Aralin 1.Ano ang nakikita niyo sa larawan?
2.Ano ang pagkakapareho ng mga larawan?
3. ano ang pagkakaiba ng mga larawan?
4.Paano ba makipag-usap ang tao sa Diyos? Bakit?
5. Nagawa mo na bang humiling sa Diyos sa pamamagitan ng
Pagdarasal?
D. Pagtalakay ng Bagong Konsepto at
Paglalahad ng Bagong Kasanayan #1 Pagtalakay sa iba’t ibang paraan ng pagpapakita ng pagmamahal at
paniniwala sa Diyos sa pamamagitan ng ritual na panalangin lalo na
ang mga katutubo, kung paano nila pinapakita ang kanilang paniniwala
sa presensiya ng Diyos.
E. Pagtalakay ng Bagong Konsepto at Pagpapatuloy sa talakayan
Paglalahad ng Bagong Kasanayan #2

F. Paglinang sa Kabihasaan Ipikit ang mga mata at igala ang kaisipan sa mga kasalukuyang
(Tungo sa Formative Assessment) nangyayari sa ating bansa. Nasagi ba sa isip mo ang kasalukuyang
nagaganap na pandemya sa ating bansa at sa buong mundo? Tukuyin
at ilarawan ang mga konkretong sitwasyong nagpapakita ng
kahalagahan ng pagmamahal ng Diyos at paano ito nakatulong ng
malaki sa mga pangyayari kagaya ng kasalukuyang nagaganap sa
mundo.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 1
G. Paglalapat ng Aralin sa Pang-Araw- Sa kasalukuyang panahon ng pandemya, marami ang nahawa sa virus 2
araw na Buhay na covid-19, marami rin naman ang nagamot ngunit marami din ang
namatay. May namatayan ng magulang, kapatid, anak o kamag-anak
na nagbigay pighati sa bawat miyembro ng pamilya. Marami ang
nawalan ng trabaho, walang makain ang pamilya at gumastos pa ng
malaki dahil sa bayarin sa ospital dahil sa pagkakaroon ng virus. Bukod
dito, marami pang ibang paghihirap at masasamang karanasan ang
dulot ng kasalukuyang pandemya.
Sa mga kaganapan na ito, anu-ano ang mga kongkretong pangyayari
na nararanasan mo subalit naipapakita pa rin ang patuloy na
pagmamahal ng Diyos sa kabila ng mga problemang sumasapit sa atin.
Ilahad ang mga pangyayari na ito at ipaliwanag kung paano mo naging
kalakasan ang Diyos sa panahon ng pandemya.

Pamantayan
sapagbibigay ng
puntos sa gawain 4.
10 7 3
napakahusay mahusay Hindi mahusay
Nailalahad ng Nailalahad ng Ang sagot ay hindi
napahusay ang sagot mahusay ang sagot at akma sa
at detalyadong hindi masyadong katanungan at
naibigay ang lahat ng detalyado ang ibinigay hindi detalyado
H. Paglalahat ng Aralin sagot batay sa na sagot batay sa ang mga sagot.
katanungan. katanungan.
I. Pagtataya ng Aralin PANUTO: Basahin at unawain ang bawat pangungusap. Isulat ang
salitang TAMA kung wasto ang ipinapahayag ng pangungusap at MALI
naman kung ang isinasaad ng pahayag ay mali. Isulat ang iyong sagot
sa sagutang papel.

_________1. Ang pagmamahal ng Diyos ay sentro ng

pananampalataya.
_________2. Nakaplano ang lahat ng ginagawa ng Diyos, patunay ng
Kanyang walang hanggang pagmamahal sa Kanyang mga
nilalang.
_________3. Nababago ng pagmamahal ng Diyos ang mga hindi
kanais
nais na gawain ng isang tao.
_________4. Pinadadalisay ang puso ng bawat tao upang magmahal
ng
tunay sa kapwa.
_________5. Ang kahalagahan ng pagmamahal ng Diyos ay ang
pagbabago sa kamalayan ng tao.

J. Karagdagang Gawain para sa Takdang-

Aralin At Remediation

VI. MGA TALA

VI. PAGNINILAY

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 1
A. Bilang ng mag-aaral na nakakuha 3
ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin.
D. Bilang ng mag-aaral na
magpapatuloy sa remediation

Inihanda ni:

Joan G. Bayangan
Guru- ESP

Binigyang Pansin:

RIONA B. COPILING
School Head

This tool was developed through the Philippine National

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