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TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: ___THELMA V. ESTOS_ _ DATE SUBMITTED: _______________ ______
RATER: JHANNILYN P. MERALPEZ SUBJECT & GRADE LEVEL: Two- Integrity
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
Education is both a fundamental human right and a crucial tool for achieving other human rights and freedoms. It
serves as a gateway for economically and socially disadvantaged individuals to rise out of poverty and access
necessary resources for full participation in their communities. Countries are recognizing that education is one of
the best long-term investments for financial and social success. Proper education also enables indigenous people
to exercise their economic, social, and cultural rights, and to have a greater say in political policy decisions that
affect their human rights. Additionally, education is essential for preserving and transmitting indigenous cultures,
languages, customs, and knowledge.
To ensure positive community life between individuals from different cultures and religions, an intercultural
approach to education is necessary. Students' preferences, strengths, and weaknesses in communication across
cultures can be evaluated through different assessment sets. Intercultural awareness is crucial for effective
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communication, as it acknowledges that different cultures have different norms and standards. Proper intercultural
communication is vital in education to prevent inadequate teaching practices.
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 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 people’s 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 below is part of the lesson plan attached here, designed for intercultural differences in which indigenous
learners and non-indigenous learners can both answer.
Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
The teacher will show the following pictures to the students and give them time to think.
Direction: Observe the pictures shown. Then, answer each question comprehensively.
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From the picture shown, ask the students the given questions.
1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?
I employed constructivist teaching because this approach will let learners learn with their beliefs. Learning is actively
involved in the process of meaning and knowledge construction rather than passively receiving information. With
these, I can create a collaborative problem-solving environment where my students become active participants in
their own learning.
Learning Area Mathematics
Learning Delivery Modality Limited Face-to-Face
School Grade Level 8
Teacher Learning Area Mathematics
Teaching Date Quarter Third
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TEACHER REFLECTION FORM (TRF)
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1
Teaching Time No. of Days
LESSON
I. Objectives
A. Content The learner demonstrates understanding of key concepts of axiomatic structure
Standards of geometry and triangle congruence.
B. Performance The learner is able to communicate mathematical thinking with coherence and
Standards clarity, in formulating, investigating, analyzing and solving real life problems
involving triangle congruence.
C. Learning At the end of the lesson, students must be able to:
Competencies a. define congruent triangles;
or Objectives b. identify corresponding congruent parts between two congruent triangles;
and
c. appreciate the importance of triangle congruence in real life.
D. Most Essential Illustrates triangle congruence (M8GE-IIIf-1)
Learning
Competencies
(MELC)
E. Enabling
Competencies
II. Content Triangle Congruence
III. Learning Resources
A. References
a. Teacher’s Guide pp. 380-383
Pages
b. Learner’s
Material Pages pp. 349-352
c. Textbook Pages pp. 349-352
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for Mathematics 8 Learner’s Packet (LeaP)
Development and
Engagement Activities PIVOT 4A Learner’s Material Mathematics Grade 8
IV. Procedure
A. Introduction
A. Routinary Matters
● Prayer
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● Greetings
● Classroom Management
● Checking of Attendance
B. Review
Complete Me!
Direction: Supply the missing word to complete each statement.
1. In every triangle, the sum of the measures of the three interior _______is
180º.
2. If two angles are vertical angles, then they are_______________.
3. If two triangles form a linear pair, then they are ________________.
C. Priming Activities
Let’s Play Jigsaw!
Direction: Put the jigsaw piece in the space where it fits as quickly as you can.
The first group to complete the activity wins the game, followed by the second
and third groups, who are declared first, second, and third placers, respectively.
(The activity can be done by group following the health and safety protocols
strictly. The teacher will act as a facilitator)
The teacher will ask this question: So, what’s the main idea of this game?
A player put the jigsaw piece that is exactly similar to the space on the board, or,
that is congruent to it.
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Constructivism Approach
ACTIVITY 1: PICTURE ANALYSIS
The teacher will show the following pictures to the students and give them time
to think.
Direction: Observe the pictures shown. Then, answer each question
comprehensively.
From the picture shown, ask the students the given questions.
1. What have you seen in the picture? What do they have in common?
2. Why are there triangles in the structures? Are the
triangles congruent?
3. Why are the bridges and buildings stable?
4. When do we say that two triangles are congruent?
B. Development The teacher will show figures of triangle congruence and discuss examples.
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Questioning:
● What can you say about the shape and size of the first figure?
second figure? and third figure?
● Among the given figures, which pair of triangles are congruent?
● Can we consider figure 3 as congruent triangles?
● How can we ensure that the triangles are of the same shape and
size?
In figure 3, if triangles ABC and TSR can match up their vertices by
flipping and rotating the figures until they overlap exactly then you will notice
the corresponding sides and the corresponding angles that overlapped are
congruent.
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Let the students state the definition of congruent triangles based on the given
examples.
Two triangles are congruent if and only if all
their corresponding parts are congruent.
C. Engagement Collaborative Approach
Ask the students to group into 3. A representative from each group shall be
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asked to report their output (maximum of 2 minutes each.
RUBRIC FOR GRADING:
Score Performance Indicators
Distinguished Fully and eloquently articulates idea and develop connections among
10 mathematical concepts. The presentation has clearly defined structure
and the answer is accurate.
Proficient Clearly articulates mathematical concept. The presentation is not that
8 clearly defined but the answer is accurate.
Basic Explains mathematical concepts without difficulty but expresses idea in
6 rudimentary form. The answer is not precise.
Unsatisfactor Displays errors in knowledge of mathematical concepts. There is an
y attempt to solve the problem, but the final answer is incorrect.
4
ACTIVITY 2: MARK ME
Direction: Mark the angles and sides each of pair of triangles to indicate that
they are congruent.
Process questions after the group activity
⮚Can you name the corresponding sides? Corresponding angles?
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⮚How many pairs of corresponding parts are congruent if two triangles are
congruent?
⮚Where do you see congruent triangles?
D. Assimilation Directions: Show that the legs of the swing are congruent triangles. Complete
the list of corresponding congruent parts and name the congruent triangles.
Valuing
We can assume the triangle as symbolism for foreign policy or
perhaps globalization effort. If two triangles are congruent, two
countries may have the same foreign policy/ globalization effort.
On the larger scale, if congruent triangles exist, several nations
share the same policies /globalization efforts. In the present
situation, if nations only share the same vision, caring for each
other, worldwide production of vaccines can be shared. The SARS-
COVID can be defeated, and all things will go back normally. The
economy will be back to stability, and peace among nations is
achievable, “NO WAR, NO VIOLENCE, and NO HUNGER.”
V. Assessment
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Direction: Given ABC ≅ DEF, find the measurement for each side and
angle based on the figure below. Write your answer on a piece of paper.
When are two triangles congruent?
VI. Reflection
∙ The learners communicate the explanation of their personal assessment as
indicated in the Learner’s Assessment Card.
∙ The learners will write their personal insights about the lesson in their notebook
using the prompts below:
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
VII. Agreement Show how triangle congruence works in the situation below. Assume that you
are one of the contestants.
Situation:
In the upcoming City Festival, there will be a contest on kite flying. As a
contestant, you are to submit the design of your kite and an instruction guide on
how to make and fly a kite. You will also submit the mechanics on how you
came up with your design.
VIII. Others
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners who
require additional
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activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
H. No. of learners
who earned 80% on
the formative
assessment
