In Objective 9, teachers will write Teacher Reflection Form (TRF) on assisting colleagues in designing, adapting, and/or implementing teaching strategies that are responsive to learners with disabilities, giftedness and talents.
They are incomplete and totally disconnected from what is asked.
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Form (TRF) on developing and applying teaching strategies to address effectively the needs of learners from indigenous groups shall be prepared.
Teachers can use any local or official language up to 500 words that they are comfortable with in accomplishing the TRPs.
(scoring rubric for grading the TRF)
Outstanding (5)
Reflections, annotations, and/or outputs (e.g., lesson plan) exceed the expectations of the TRF prompt.
They are complete and show comprehensive and in-depth knowledge about the topic /question by providing accurate details and some critical inputs or creativity.
Very Satisfactory (4)
Reflections, annotations, and/or outputs (e.g., lesson plan) exceed the expectations of the TRF prompt.
They are complete and show comprehensive knowledge about the topic/question by providing accurate details.
Satisfactory (3)
Reflections, annotations, and/or outputs (e.g., lesson plan) meet the expectations of the TRF prompt.
They are complete and show sufficient knowledge about the topic/question.
Unsatisfactory (2)
Reflections, annotations, and/or expectations of the TRF prompt.
They are either complete or incomplete and show limited knowledge about the topic/question.
Poor (1)
Reflections, annotations, and/or outputs (e.g., lesson plan) do not meet the expectations of the TRF prompt.
They are incomplete and totally disconnected from what is asked.
(scoring rubric for grading the TRF)
Outstanding (5)
Reflections, annotations, and/or outputs (e.g., LAC plan, lesson plan) exceed the expectations of the TRF prompt.
They are complete and show comprehensive and in-depth knowledge about the topic /question by providing accurate details and some critical inputs or creativity.
Very Satisfactory (4)
Reflections, annotations, and/or outputs (e.g., LAC plan, lesson plan) exceed the expectations of the TRF prompt.
They are complete and show comprehensive knowledge about the topic/question by providing accurate details.
Satisfactory (3)
Reflections, annotations, and/or outputs (e.g., LAC plan, lesson plan) meet the expectations of the TRF prompt.
They are complete and show sufficient knowledge about the topic/question.
Unsatisfactory (2)
Reflections, annotations, and/or outputs (e.g., LAC plan, lesson plan) partially meet the expectations of the TRF prompt.
They are either complete or incomplete and show limited knowledge about the topic/question.
Poor (1)
Reflections, annotations, and/or outputs (e.g., LAC plan, lesson plan) do not meet the expectations of the TRF prompt.
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