- Information
- AI Chat
Teacher-Reflection-Forms
Advance English (ENG-09)
Christian College of Tanauan
Related Studylists
sped-annotationsPreview text
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: JOAN A. ALCANTARA DATE SUBMITTED: APRIL 18, 2022
RATER: MARILYN M. LAT SUBJECT & GRADE LEVEL: ENGLISH - 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 # Context: Rovic Wendell of 8 – Tolkien was found out to be auditory – impaired. This impairment leads him to his difficulty in understanding oral instructions. Action Taken: Activities given to the learner are the same with other learners. The difference is the lesson was presented in black and white. And the learning activities given are with complete and comprehensive written explanation and instructions.
YOUR REFLECTIONS
Learners with disabilities require appropriate care and attention when delivering the lesson and when giving them classroom activities.
Given the situation above, a learner who is auditory – impaired would not understand what you are saying. No matter how hard he tries to grasp the lesson, it would be very difficult in his case. With this, I modified the delivery of the lesson and the activities to be done. Same activities were given, only that, the delivery and instructions were done through writing. Additionally, the family members of the learner play a big role in the modification of the delivery of the lesson and activities. Since his family members are more able to communicate with the learner (the way the learner is trained and used to), the lesson and activities were also explained to them to help the teacher deliver it to the learner in a more precise and comprehensive manner.
Annotation
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 about Clara. 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.
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: JOAN A. ALCANTARA DATE SUBMITTED: APRIL 18, 2022
RATER: MARILYN M. LAT SUBJECT & GRADE LEVEL: ENGLISH - 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 # 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 For the delivery of the lesson, I gave a copy of the lesson in black and white. Below are the activities modified to attend the needs of the learner.
Learning Task 3: (Performance Task 1)
The learners will be asked to discuss their daily activities or routine with a partner. Then, they will create a graph of their choice (e pie graph, line graph or bar graph) showing your daily activities and how much time is consumed for every activity. Your output will be graded according to the following criteria.
Criteria Score Content 40 Creativity 10 Collaboration 20 Overall Output Appearance 10 Relevance 20
Total 100Modified Instructions:
Discuss your daily activities or routine with a partner. List your routine on a piece of paper and how much time you consume for each routinary activity; then give your list to your partner. Your partner (with your help) will create a graph of your choice (e pie graph, line graph or bar graph) showing the daily activities that you both do and how much time is consumed for every activity.
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: JOAN A. ALCANTARA DATE SUBMITTED: APRIL 18, 2022
RATER: MARILYN M. LAT SUBJECT & GRADE LEVEL: ENGLISH - 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 # 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 To attend to the needs of the learners belonging to the IP culture, the activity given in the TRF 1 (Objective 10) is modified.
Modified Instructions: (a Tagalog learner will be paired to an IP member)
Discuss your daily activities or routine with a partner. Afterwards, compare your daily activities with one another. Using a Venn diagram, write down the similarities and differences of your daily activities. Discuss with your partner what activities you can do both whether you are in the city or in the tribe. Then, write a short reflection about your output.
Teacher-Reflection-Forms
Course: Advance English (ENG-09)
University: Christian College of Tanauan
