Please see below, my PDF Slide-Show that presents my initial investigation into a learning practitioners theory, I was assigned to investigate Donald Schön.


Bibliography of Research

Let’s Look at Collaboration Models! | Marian H. Willeke, M. (2017). Let’s Look at Collaboration Models! | Marian H. Willeke.[online]
Available at: [Accessed 14 Sep. 2017].

THE PURPOSE OF REFLECTIVE PRACTICE (2017). The Purpose Of Reflective Practice. [online]
Available at: [Accessed 15 Sep. 2017].

REFLECTION MODELS AND FRAMEWORKS (2017). Reflection models and frameworks.. [online]
Available at: [Accessed 16 Sep. 2017].

The Reflective Practitioner: How Professionals Think in Action
Author: Donald A. Schön
Publisher: Routledge, 2017
ISBN:1351883151, 9781351883153


Feedback Sheet

On Monday 02nd October, I delivered my presentation on Schön; it was received positively, please see the feedback below.


Personal Learning Questionnaire


As part of my study into Theories, Principles and Models in Education and Training, I investigated ‘Transactional Analysis’; as soon as I read Freud, I thought ‘here we go!’ However, I found this to be a very enjoyable and interesting subject, in which I have already begun to integrate into my teaching practice. So please see the link below for a PDF copy of my essay.



The points below are the handwritten annotations, made on my essay from my tutor:

• An outstanding account of transactional analysis. You have extensively analysed and tested out the model for a variety of contexts.
• This is highly informative and invaluable. You have critically evaluated the full range of ESS.
• Excellent analysis Russell. You clearly describe the key factors of the original concept, from birth to developed behaviours.
• Ideal comparisons of behavioural characteristics.
• Excellent presentation of this model through descriptions and scenarios, combined with your own interpretation.
• Excellent term used.
• Further informative scenarios.
• Superb experiment undertaken Russell.
• Brilliant interpretations and recommendations for education.
• Creatively analysed to apply model.
• Ideal examples and use of appropriate language to teach ES.
• Excellent recommended strategy.
• Absolutely! Key factor illustrated.
• A superb example of your own testing of an adapted approach. Well done Russell. Great impact.


To accompany my essay, please see the brief slide show below, which illustrates the main points and visualises the functions of the different transactional categories.


S.M.O.G – This is an acronym, which stands for Simple Measure Of Gobbledygook
FOG – This is not an acronym but a term applied by Robert Gunning, which is referred to as the FOG Index

When communicating with learners you need to ensure that any written material is legible and can be clearly understood; if the language is too complex then they may not fully understand what is required of them;  more importantly, the learners may not understand what the lesson objectives are. So When I first heard about this, I was very intrigued; mainly because I take great pride with my clear and legible, written language. I usually spend hours creating assignment briefs and workshop handouts, checking and rechecking, to ensure that the creative nonsense that comes out of my head, translates into something cogent.

To calculate the readability, Robert Gunning created a formula that is applied to a 100 word sample from your target text. The formula is as follows:

So, I took a sample from one of my Level 3 Year 2 workshop handouts, and performed the above equation, my findings and results are as follows:

To confirm my workings I visited this website, which is an automatic FOG Index calculator and entered the same passage of text, the results were 13.85, Yay spot on, both reveal an average Grade of 14.

I explored this further and entered the same passage of text into an online SMOG calculator. As Readability Index Scores are American based, the results given are structured on their grade hierarchy, which is not the same as UK school years. However, this calculator also provides the target age range. The tests results stated: ‘Your text has an average grade level of about 13. It should be easily understood by 18 to 19 year olds’.’
Well that is absolutely peachy, as that is my target age range.

The breakdown of the results were as follows:



Improbable research: measuring the fog of prose
Abrahams, M. (2017). Improbable research: measuring the fog of prose. [online] the Guardian.
Available at: [Accessed 02 Oct. 2017].

Gunning Fog Index (2017). Gunning Fog Index. [online]
Available at: [Accessed 01 Oct. 2017].

The Fog Index and Readability Formulas: How it works (2017). The Fog Index and Readability Formulas: How it works. [online]
Available at: [Accessed 01 Oct. 2017].

Gunning Fog Index (2017). Gunning Fog Index. [online]
Available at: [Accessed 26 Sep. 2017].

Readable | Free Readability Test Tool (2017). Readable | Free Readability Test Tool. [online]
Available at: [Accessed 26 Sep. 2017].


Transactional Analysis – Find Therapists, Counselors, and Treatment Centers. (2017). Transactional Analysis. [online]
Available at: [Accessed 10 Oct. 2017].

Freud and the Id, Ego, and Superego
Verywell. (2017). Freud and the Id, Ego, and Superego. [online]
Available at: [Accessed 10 Oct. 2017].

Transactional analysis for depression
Author: Mark Widdowson
Publisher: Routledge, 2015
ISBN: 113881234X

What Is an Ego State? (2017). What is an ego state? [online]
Available at: [Accessed 11 Oct. 2017].

Transactional Analysis: Ego States Explained (2017). Transactional analysis: Ego states explained. [online]
Available at: [Accessed 12 Oct. 2017].

ANON. Beyond Beahviour
Anon, (2017). Beyond Behaviour. [online]
Available at: [Accessed 12 Oct. 2017].

Ego States and Neural Networks (2017). Ego States and Neural Networks. [online]
Available at: [Accessed 12 Oct. 2017].

TOMLINSON, I. Why All Teachers Should Learn Transactional Analysis
Tomlinson, I. (2017). Why All Teachers Should Learn Transactional Analysis. [online]
Available at: [Accessed 12 Oct. 2017].

When I undertook the PTTLS course at Highbury College in 2009, it was part of my job specification and requirements. According to the instructor, I adopted a ‘conscripted attitude’; upon reflection, I can not argue this point. I approached every task as a chore and I aimed to only achieve the basic requirements. My view on my teaching practice was; I knew my specialism, I can show my studetns how to use cameras and that this course is not helping me achieve that. My approach to this DET course, is a contrast, I am hungry for knowledge and skills on how to better my educational practice.

Level 3 PTTLS Certificate


Here is my report for Learning Outcome 04

Scheme Of Learning & Lesson Plans Combo

I have structured a combined document, which merges the key points and pertinent data of a Scheme of Learning and Lesson Plans. It is envisioned that this document can also be shared with the learners, which will allow full transparency and promote an understanding of the developmental process. Separate workshop handouts and micro-briefs will be distributed on the appropriate days; this will enforce a paced approached, where stronger learners, have a tendency to rush ahead, if given all the requirements from the onset.

Curriculum Models

To better understand curriculum models, we were each assigned a particular one to investigate, where our outcome was to create a teachers guide. The guide below represents my overall findings into the ‘Linear Model’, where I have introduced some of its notions, compiled a rudimentary visual representation and noted some of its advantages and disadvantages. Please click the image below to access the full PDF presentation:

To support my investigation into curriculum models, I also researched the ‘Spiral Model’ as devised by Jerome Bruner. Please click the image below to access the full PDF presentation:

To support our homework in creating a teachers guide, in class, we were tasked with creating three-dimensional models to visually represent them. Once created, we presented our model to our peers, explaining its function and application. This exercise was categorised as a ‘Teach-Meet’, which provided the class with the opportunity to discuss, take notes and share ideas on the application of the models within our specialist areas.

Please see the ‘Observation Record’ sheet below:

Bibliography Of Research

Level 3 Diploma & Extended Diploma in Art & Design UAL
Available at:–design/level-3-diploma-and-extended-diploma-in-art–design/ [Accessed 1st Dec. 2017].

The Process of Education
Author: BRUNER, J. S.
Publisher: Cambridge, Mass.: Harvard University Press. 1977
ISBN: 0674710010

ADAPTIVE LEARNING: JEROME BRUNER & THE SPIRAL CURRICULUM | MCGRAW-HILL EDUCATION CANADA (2017). Adaptive Learning: Jerome Bruner & the Spiral Curriculum | McGraw-Hill Education Canada.
Available at: [Accessed 25 Nov. 2017].

Research Into Practice – The Spiral Curriculum (2017).
Available at: [Accessed 25 Nov. 2017].

BRUNER – LEARNING THEORY IN EDUCATION | SIMPLY PSYCHOLOGY (2017). Bruner – Learning Theory in Education | Simply Psychology
Available at: [Accessed 23 Nov. 2017].

CURRICULUM THEORY AND PRACTICE (2017). Curriculum theory and practice.
Available at: [Accessed 24 Nov. 2017].

Basic Principles of Curriculum and Instruction
Author: Ralph Tyler
Publisher: University of Chicago Press
ISBN: 022608650X

RALPH W. TYLER (1902–1994)- CURRICULUM DEVELOPMENT MODEL | DR. V.K. MAHESHWARI, PH.D (2017). Ralph W. Tyler (1902–1994)- Curriculum Development Model | Dr. V.K. Maheshwari, Ph.D.
Available at: [Accessed 19 Nov. 2017].

Education: curriculum development and evaluation
Education: curriculum development and evaluation : oral history transcript / 1985-1987 : Tyler, Ralph Winfred, 1902
Available at: [Accessed 22 Nov. 2017].

YouTube. (2017). Curriculum Design Part 1: The High-Level Planning.
Available at: [Accessed 22 Nov. 2017].

Personal SWOT Analysis

Reflective Journal & Personal Targets

Throughout this term, I have engaged in an active reflective journey; after each lesson, I have methodically made a diary entry, where I have written up my notes, examined and researched the topics covered, then developed some of the topics/resources further. For example; during one session, we were given the task of piecing together a learner theory/model Tarsia Puzzle. In response to this, I created one on colours and their various hex/pantone/rgb representations, see diary entry ‘week 09‘. As my handwriting is abysmal, taking written notes, was not my first decision; however, it was pointed out, that the act of physically jotting down notes helps develop retention. As I have not measured this theory, I can not comment on its successfulness; however, referring back to my notes and making a dedicated blog post, has been good, where I believe I have formed an honest and accurate account of my class participation.

Overall, this unit has been enriching; even though I have years of experience in teaching, it is the understanding and knowledge of what theories, principles and models of curriculum I have been using, that has been great to examine and reflect upon. Researching into communication theories was very engaging; my assigned theorist was Eric Berne and his ‘Transactional Analysis‘ theory; through my research into this communication tool, I formulated the notion of the ‘Bruised Ego’ state, in which I successfully used it, to convert a learners ego state and develop the line of discourse. On the topic of communication, I found the subject of SMOG & FOG to very stimulating; in response to this, I already plan to deliver a SMOG lesson to my L3 Y2 learners, where I will get them to analyse and report upon their own written language, whilst examining various periodicals. The objective of this lesson, will be that the learners can formulate an article for a magazine spread that is suitable for their target audience.

The following diary entries evidence key reflective points, throughout this term.

Week 03: Countdown

Week 05: Micro Teaching Cont.

Week 06: Micro Teaching Cont.

Week 09: Guest Speaker – Jane Lemar

Week 11: Online Resources cont. & Teacher Guide Development

Week 12: 3D Models & Educational Ideologies

My personal targets are as follows:

• Continue developing enriching and detailed resources for learners
• Aim to make the learners work more for the lesson
• Increase the flipped learning/homework tasks to feed into subsequent lessons
• Strengthen the assessment of learning during the lesson