Beaconhouse School System
Defence Campus, Karachi.
Reflective Assignment: Professional Practice
Development through the DRP Programme
Understanding Learning Concepts
Through the DRP course, I developed a deeper understanding of how people learn and the theories that support
teaching practices. I learned that learning is not just about remembering facts but involves thinking, feeling, and
doing, which are described in Bloom’s Domains of Learning: cognitive (thinking), affective (feeling), and
psychomotor (doing).
I also learned about the Theory of Multiple Intelligences by Howard Gardner, which taught me that children
learn in different ways—some may be good at music, others in movement, and others in language. This helped
me understand why I must provide a variety of activities in the classroom to meet different learning needs. The
course also introduced me to metacognition—the ability to think about one’s own thinking. Teaching children to
reflect on their learning helps them become more independent.
Behaviorism, Cognitivism, and Constructivism were three learning theories we discussed. Behaviorism focuses on
rewards and punishments, Cognitivism on mental processes like memory and problem-solving, and Constructivism
on learning from experiences. I now try to apply all these approaches in a balanced way in my class.
Teaching Methods, Learning Activities, and Technology
Tools
After completing the DRP course, I now use a mix of play-based learning, music, storytelling, and digital tools to
engage students.
Play-Based Learning: I use toys and games to teach numbers, letters, and colors. For example, I use a toy
animal set to teach sorting by shape and color.
Storytelling and Songs: These make learning fun and help improve vocabulary and listening skills. For
example, we sing “Five Little Ducks” to learn subtraction and read "The Very Hungry Caterpillar" to
teach days of the week.
Routines and Repetition: Young children benefit from structure. We start every day with circle time that
includes a calendar, weather discussion, and a welcome song.
Art and Craft: We do activities like number collages or painting letters to help develop fine motor skills
and reinforce learning.
Digital Tools: I now use interactive whiteboards to show stories and songs. I also use apps like Starfall for
phonics and number games.
Mouse Game – Number Name Hunt: I introduced a game where five houses with number names are
pasted on the board. A mouse is hidden behind one. Children guess where it’s hiding by reading number
names aloud. This makes learning interactive and joyful.
Assessment Practices
I now clearly understand the difference between formative and summative assessments.
Formative Assessment: This is ongoing and helps me understand how students are learning. I use
observations, questioning, and games during activities. For example, during the mouse game, I assess if
children can read number names. I also use thumbs up/down and exit tickets (a drawing or answer
before leaving) to check learning. Listening to how children speak during play also helps me assess
vocabulary and understanding.
Summative Assessment: This is usually done at the end of a term or unit. I use checklists based on EYFS
goals, such as “Can count to 10” or “Knows letter sounds.” Learning journey books with samples of
children’s work and my notes also help in reviewing their progress.
From my mentor’s practice, I learned to use a variety of AfL (Assessment for Learning) tools more effectively.
She uses visual prompts, group questioning, and even encourages peer assessment in simple ways.
Impact Evaluation
Participating in the DRP programme had a strong and positive impact on my teaching. Although I was using
many of these strategies before, I did not understand the theory behind them. Now I feel more confident and
purposeful.
From Day 1, I learned about reflective teaching and how using models like Gibbs’ or Schön’s can help improve
practice. I have started keeping a small reflection diary to think about what went well and what I can improve
after each lesson.
Day 2 helped me understand the importance of knowing my students' learning profiles—what they like, how
they learn, and what they need. This has helped me plan more differentiated instruction, especially for students
who need more support or challenge.
Day 3 gave me insight into student motivation. Using Maslow’s Hierarchy of Needs, I learned that students need
to feel safe and loved before they can learn. I try to create a welcoming and secure classroom environment. I also
give children more choices, which increases their engagement.
Day 4 focused on assessment. I learned how to use AfL tools more actively and how to check for validity,
reliability, impact, and practicality (VRIP) in my assessments. I now use a mix of observation, questioning, and
games to gather evidence of learning.
Day 5 introduced me to a Digital Toolkit. I now feel more confident using digital resources like phonics videos,
online storybooks, and interactive games. These make learning more fun and accessible.
Lastly, Bloom’s Taxonomy has helped me plan better. Before, I was not always sure what kind of thinking I was
encouraging. Now, I plan activities that move from simple recall to higher-level tasks like comparing or creating.
Conclusion
This course has helped me grow professionally. I now understand why I do certain activities and how to make
them more effective. My lessons are more engaging, my assessment is more focused, and I feel more confident in
using digital tools. Most importantly, I am more reflective and thoughtful in my teaching, which will continue to
improve my students’ learning experiences.
Bibliography
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T.
(2003). Differentiating instruction in response to student readiness, interest, and learning profile in
academically diverse classrooms: A review of literature. Journal for the Education of the Gifted.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Co
Inc.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Brookes University.