From Micro Moments to Major Growth

When I first started my online microteaching lesson, I was very nervous. I wasn’t sure how it would go or how my peers would respond. But once I began, it started to feel like any other lesson. Even though I was presenting to my classmates who were pretending to be students, I quickly forgot there was a screen between us.

One of the best parts of my lesson was using Padlet. It allowed students to contribute in real time, which made the lesson interactive and exciting. Instead of waiting for one learner to respond, I could see everyone’s ideas pop up instantly. This kept the energy high and made the activity feel collaborative. I also found that once I pushed past my nerves, I started to really enjoy myself, and time flew by. I was surprised when my supervisor told me I only had a few minutes left!

I’ll admit, I doubted myself at the beginning because technology and I are not always best friends. I worried about things going wrong or forgetting what to do. However, I didn’t let that stop me. My past experience with Teams during high school distance learning gave me the confidence to keep going. Once I got started, it felt like stretching a muscle I hadn’t used in a while; it all came back naturally.

Reflecting on my lesson, I do feel that the objectives I set out were met. Learners were able to engage with the activity, contribute their ideas, and interact meaningfully with the content. If I had added a picture or a video of the song I used, I think it would have captured their attention even more. That’s something I would improve on next time to strengthen the link to the lesson goals.

I chose Padlet as my main ICT tool because it creates instant interaction, even in an online space. It also gives all learners a voice at the same time, not just the confident ones. This worked well for my lesson because I wanted learners to feel included and active throughout. I think it was the right choice because it supported my lesson objectives and made the activity engaging and accessible.

After reviewing my peer feedback and watching the recording of my lesson, I realised how important it is to add more visual elements. Several peers suggested including pictures or videos to support my content, and I completely agree. They also really loved that I used a recent and popular song, as it made the lesson feel modern and relatable. Next time, I will definitely use this feedback to make my lesson even more engaging. I also noticed from the recording that my confidence grew as the lesson went on, which reassures me that with more practice, my nerves will settle even faster.

Overall, online microteaching was a positive experience. It gave me a chance to test myself in an environment where I was both challenged and supported. It reminded me that whether you are teaching face-to-face or through a screen, you are still doing what you love: teaching, connecting, and creating moments of learning. It showed me that using ICT tools doesn’t need to be overwhelming; in fact, they can make lessons more dynamic. More than anything, it made me excited to take what I learnt here and apply it in a real classroom.