I put off my 2022 IPCRF for quite some time because I got burned with editing the virtual moving-up ceremony last July. In other words, I’m late.
IPCRF means Individual Performance Commitment and Review Form. If you are a DepEd teacher you comply and compile this one. This year is quite unique since we needed to fill out the Teacher Reflection Form (TRF). We are given prompts to reflect on and below is the first one.
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a learning disability. How will you modify the instructions for Clara 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.
Here’s my 500-word-ish answer:
The result had gone back in, and we were informed that Clara suffers from dyscalculia. According to the National Center for Learning Disabilities, dyscalculia refers to a lifelong learning disability involving math. Most often, there is no single type of dyscalculia so it varies from person to person. It also affects people differently at different stages of life. Learners with dyscalculia show characteristics such as poor memory for basic facts, difficulty with numbers, poor metacognitive skills – related to their performance, inability to explain whether their answer is correct or the strategies used to arrive at an answer, slow, difficult, and immature ways of dealing with numbers and computation, difficulty with arithmetical algorithms, and difficulty with applying properties of numbers.
Apparently, Clara had manifested some of its characteristics so, in order to lessen the obstacles that dyscalculia presents, I will work around strategies and accommodations to help her cope with our math lessons. From what I researched, just like in the area of reading, dyscalculia is not a prescription for failure.
I’ve attached the lesson plan that I tailored for Clara’s needs and possibly for learners that might have dyscalculia in one form or another. Based on the MELCs, the topic is about the key concepts of parallelograms and triangle similarity. Its performance standards should be that a learner investigates, analyzes, and solves problems involving parallelograms through appropriate and accurate representation. As part of the competencies or objectives, the learner will be able to determine whether the shape is a quadrilateral or not and to determine the conditions that make a quadrilateral a parallelogram. I should avoid overcrowding the competencies since the best approach to learners with dyscalculia is to make them feel like they are winners and that math topics are easy. That way, they will be encouraged to do all the activities and hopefully show mastery in the expected competencies. Based on the study of Rodi and Steinberg (2007), a meaningful, problem-solving approach can be implemented by making sure that teachers “systematically scaffold” concepts and skills. On the constructivist lesson plan aforementioned, the learner is given an opportunity to use teacher-made manipulatives to determine whether a shape is quadrilateral or not. Another form of manipulation is the use of toothpicks and play dough to create shapes that can be grouped into a parallelogram or not a parallelogram. Next, through direct teaching, the learner is guided to use the Math-Strategies Notebook so that learners can write and illustrate their own strategies, definitions, and geometric shapes. There’s also a Mathematics word wall in the classroom with words discussed in class. Learners can refer to them regularly and the shapes are also color coded. The activity about 2D shapes on colored popsicle sticks will help introduce to a learner the correct labeling of sides and angles. Finally, to check the mastery, a learner is allowed to talk about what they understood of the concept map. The evaluation part will determine if the objectives are met, and the extended activity will help show if the lesson plan had helped the learner or in this case, Clara, or the lesson will have to be adjusted for her math learning needs.
My reference is this link.