The document contains a teacher reflection form assessing objectives related to designing inclusive lessons for students with different abilities and cultural backgrounds. In response to a prompt about a student with physical disabilities, the teacher describes modifications made to seating, instruction delivery, and activities to accommodate the student's needs. The teacher also discusses strategies for differentiating instruction for gifted students and integrating Indigenous cultural elements, highlighting the importance of culturally responsive teaching.

1. RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
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 #1
Context: Denvert Pimentel have difficulty with moving, standing, or sitting. His one leg is shorter than the
other one. He uses crutches to walk.
Action Taken: You had a conference with her parents and found out from them that Denvert was diagnosed
with a physical disability.
How will you modify the instructions for Denvert 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.
MY REFLECTIONS
In order to cater and deliver quality instruction to students with disability, teaching
strategies must also be suited to their learning needs. In my Araling Panlipunan 8 class, here
are some adjustments I would make in my instruction so that my student with physical disability
can learn just like the rest of the students.
Classroom Management, Before the start of the lesson, I would see to it that my student with
physical disability is seated in front with no obstruction so that the learner can move freely. I will
encourage support for the student from his classmates.
Lesson Delivery. My lesson must be presented in simple language, and if possible be
presented in charts, graphs, pictures, or other illustrations to facilitate his understanding of the
concept. I will allow my student to recite without requiring him to stand up to ease his burden in
moving. I will also provide him extra time in doing class works.
I explained my lesson through scaffolding or step by steps process. Since my students has
physical disability, I made a little modification in his lessons, I presented my video lesson and
designed the content in such a way that he could understand easily or within his level. I established

2. the learning objectives and what are the expected learning outputs at the beginning of my
presentation. I organized and contextualized a series of appropriate learning activities for each
part of my lesson. Game-Based Learning was also integrated to make learning engaging which
facilitated better knowledge retention. This helped capture his interest and attention because he
performed an activity that he can accomplish and understand.
In performance activities, I used game-based activities with step-by-step method on how
to do the activity. By guiding him with visuals as instruction in the activity, he would be reinforced
to do the activity because he has visuals to follow, and I would also constantly monitor and give
him extra attention. I personally gave the activity sheets directly on his chair and when he finished
the activity, I also approached the learner to personally collect his work.
DepEd provides an equal opportunity for learning to Children with Disability or what we call
Inclusive Education, “DO 72, s. 2009-Inclusive Education as Strategy for Increasing Participation
Rate of Children ''. As a teacher, I recognize my immense responsibility in providing quality
and equal opportunity of learning to students with disabilities. By providing a suitable
lesson delivery, I would ensure that students like them would be allowed to have access
to equal and quality learning experiences in my class.

3. RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
TEACHER: DIANA ROSE S. DELA CRUZ DATE SUBMITTED: _______________
RATER: MIRAFLOR V. TENDILLA SUBJECT & GRADE LEVEL: AP 8
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 gifted and talented learners based on your idea on how they may be
addressed in your class. Your strategies for the physical disability must be highlighted and
annotated in this form. Attach your lesson plan.

6. RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
TEACHER: DIANA ROSE S. DELA CRUZ DATE SUBMITTED: _______________
RATER: MIRAFLOR V. TENDILLA SUBJECT & GRADE LEVEL: AP 8
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. Writeyour response in this form.
MY REFLECTIONS
The strategy used in this lesson was culture-based. I adapted and used culturally
appropriate teaching strategies to address the needs of learners from indigenous groups.
In my video lesson in Araling Palipunan 8 entitled ‘’Pitong Kontinente’’, I made sure
that the words used were understandable and I explained the lesson is such a way that
everyone can relate, and my IP students would be able to share something based on their
experiences.
In the discussion part of my lesson plan, I encouraged my IP students to
share their knowledge about a unique place in their area and how they can protect
the natural resources in their community. In valuing part of the lesson, I encouraged
them to create a travel brochure of their community that shows their unique place
and their very rich culture. This activity urged all the students to find a practical
application of the lesson in their daily lives. This activity was a good avenue for the
indigenous people to reflect on what they can do to help their community and to appreciate
the importance of having a good education.
In review and motivation part of my lesson, I used series of differentiated activities
This strategy, according to various articles, helps in the learning and motivation of
indigenous students and make learning engaging which can facilitate better knowledge
retention

7. With these activities, learners particularly our IPs was able to showcase their skills,
capabilities and they was also got the chance to interact with their classmate and
reassured their feeling of belongingness.
To wrap up the lesson, I made sure that they understood and put into heart what
they have learned. They were also reminded that each of them, regardless of their status
in life and the group they belong to, they have the responsibility to protect the world we
live in.

8. RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
TEACHER: DIANA ROSE S. DELA CRUZ DATE SUBMITTED: _______________
RATER: MIRAFLOR V. TENDILLA SUBJECT & GRADE LEVEL: AP 8
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
Designed, adapted, and implemented teaching strategies that are responsive to learners with disabilities, giftedness,
and talents.
PROMPT #2
Design a lesson plan for your class that integrates aspects of Indigenous people (IP)culture using national
mandates on indigenous people’s education (IPEd) as reference:
 Republic Act No. 8371 or the Indigenous People’s Right 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 forms. Attach
your lesson plan.