Scribd
Upload
298 views

Objective 10 P1

The teacher reflected on their attainment of Objective 10, which aims to adopt culturally appropriate teaching strategies for indigenous learners. The teacher evaluated an assessment activity that included terms familiar to both modern and indigenous communities. The teacher found the activity to be very appropriate as it acknowledged indigenous cultures, expected all students to succeed, and developed higher-order thinking skills. The teacher recognized the importance of using culturally sensitive, inclusive approaches and involving the community to address the needs of indigenous learners.

Uploaded by

bernadette domoloan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
298 views

Objective 10 P1

The teacher reflected on their attainment of Objective 10, which aims to adopt culturally appropriate teaching strategies for indigenous learners. The teacher evaluated an assessment activity that included terms familiar to both modern and indigenous communities. The teacher found the activity to be very appropriate as it acknowledged indigenous cultures, expected all students to succeed, and developed higher-order thinking skills. The teacher recognized the importance of using culturally sensitive, inclusive approaches and involving the community to address the needs of indigenous learners.

Uploaded by

bernadette domoloan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

1

RPMS SY 2021-2022

MY TEACHER REFLECTION FORM (TRF) ON OBJECTIVE 10


TEACHER I-III
TEACHER: BERNADETTE D. DOMOLOAN RATER: JONE B. BORRES

SUBJECT & GRADE LEVEL: Pracical Research 1

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
Adopted 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 people’s (IP) group. Evaluate the appropriateness of the activity to
your learners.

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 this are importance roles.

Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers

MY ANNOTATIONS

The task given to the students is to research the roles of the


given workers in the community by asking their parents or anyone
with knowledge of the roles. It is divided into 2 sets. The Set A used
the terms which are familiar to the modern community, while the Set
B used terms that are familiar in the older or indigenous community.
For my classroom with a presence of Indigenous students, this
type of assessment promotes culture- sensitivity, fairness, inclusivity,
contextualization, and reflect with respect to how IP students must be
assessed appropriately. This kind of assessment is very appropriate to
my classroom which has Indigenous students because it acknowledges
the culture of these learners. According to an article, Ways of teaching
& engaging Aboriginal students in an effective classroom with IP students
must be culturally relevant and responsive.

This tool was developed through the Philippine


National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government
2
MY ANNOTATIONS (Continuation)

The assessment test reflects the teacher’s knowledge and sensitivity


to the culture of the IPs by including their own culture and vocabulary in
the assessment test. Further, the assessment also did not ask the learners
to use technology to find out the roles of these people in the community but
instead, the teacher asked them to utilize the community itself and elders to
provide the answers. This hits two birds; one, the teacher acknowledges
that not all students, specially IPs have computers or gadgets to search for
the answers, this is very much appropriate in teaching students from
Indigenous Groups, second, it involves community members which is a very
strong strategy for teaching Indigenous students (Korff, 2021). This kind of
assessment also, respective of the culture and the stronger presence of
contextualization in our curriculum shows that the teacher did not limit the
IP learners to their own culture and vocabulary but also introduced the
culture and vocabulary of non-IP community and the same goes for the
non-IP students in the class.
The type of assessment given also develops students' HOTs or Higher
Order Thinking Skills in my class. According to various articles, in order for
the students in the Indigenous Group to thrive a teacher must set a high
standard for them and expect them to succeed. The assessment shows that
the teacher expects everyone to explain the roles they will gather and that is
developing the reasoning ability and critical thinking of not only the IP
students but all of the students in class.
As a teacher, we sometimes forget that there are IP students who are
in the mainstream class who need a unique approach of teaching and
assessment. This shows in many research studies that tell us that the
needs of these children are not being addressed. However, there are
revolutionary movements for Indigenous People especially in the Basic
Education. Our curriculum advocates inclusivity, fairness, and culture-
sensitivity to all students and to the groups they belong (DO 32, S. 2015,
DO 72, s. 2009, DO 101, S. 2010).
To retrospect, we should always remember that assessment strategy
must be in consonance with the teaching strategy in order to really assess if
the objectives based on the competencies prescribed by our curriculum are
being carried out in our lesson. In order to address the learning needs of
our students in Indigenous Groups we must make all the parts of our
lesson culture-sensitive, inclusive and conducive for them bearing in mind
that these students are the future of our country.

This tool was developed through the Philippine


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

References
Claypool, T. (2021). Analyzing Assessment Practices for Indigenous Students. researchgate.

Jane P. Preston,Tim R. Claypool. (2021 ). Analyzing Assessment Practices for Indigenous Students. Assessment Practices with Indigenous Children,
Youth, Families, and Communities.

Korff, J. (2021, july 13). Ways of teaching & engaging Aboriginal students. Retrieved from creativespirits:
https://www.creativespirits.info/aboriginalculture/education/teaching-aboriginal-students#:~:text=Use%20story%20telling%20with
%20visual%20cues%20in%20your,understand%2C%20due%20to%20a%20sensitivity%20to%20feeling%20shamed.

https://region8.deped.gov.ph/2020/10/28/october-21-2020-deped-memorandum-066-s-2020-2020-supplementary-guidelines-on-the-use-of-
the-indigenous-peoples-education-program-support-fund/

https://region8.deped.gov.ph/wp-content/uploads/2020/10/DM-s2020-066.pdf
https://www.deped.gov.ph/2010/09/14/do-101-s-2010-the-alternative-learning-system-als-curriculum-for-indigenous-peoples-ips-
education/

This tool was developed through the Philippine


National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government
Only two pages were converted.
Please Sign Up to convert the full document.

www.freepdfconvert.com/membership

You might also like