Reflection on Micro Teaching:
What I Taught:
For my micro teaching session, I designed a short activity based on a marketing campaign brief for the Natural History Museum (NHM). The focus was on concepting a campaign poster using one of the “Star Specimens” from the newly transformed Hintze Hall. I asked participants to explore the hidden stories behind objects like Hope the blue whale or the Imilac meteorite, and use these as the narrative foundation for a promotional concept. The task was framed around audience engagement, fast communication (3 second view time), and visual impact – simulating a live design brief. I linked the campaign to NHM’s actual 2017 relaunch Ideally I would have used a live Miro board to collect and view ideas in real time, I used the teams chat instead.
How It Went:
Overall, I felt the session landed well. The group responded with curiosity and energy, particularly around the hidden histories of the objects. There was a good level of engagement in the chat and breakout tasks – participants really leaned into the museum’s collection as a storytelling device. I tried to layer the activity with both inspiration and structure, and I received positive feedback during and after the session. One moment I particularly enjoyed was running a quick poll asking how people preferred to receive feedback. The fun rocket emoji responses were varied and interesting. I’d definitely use this with students in future as a way to open up reflection without putting anyone on the spot.
What I’d Do Differently:
Next time I’d simplify the brief. Asking for three poster designs was too much for the time we had. One strong concept would have given everyone more space to explore and share ideas. I also realised I should have shown the example poster earlier, to anchor the task visually before we got into the sketching. Timing wise, the drawing task could have been five minutes instead of seven – just enough time to get down an idea, without it dragging. It was a good reminder that even short creative activities need clear focus and structure.
How It Felt Teaching Teachers:
It definitely felt different to teaching students. There was more pressure to be concise, engaging, and to use a mix of tools to keep things flowing. I was aware that people were viewing the session both as learners and as teachers, and that shifted the dynamic slightly. But it was also a great opportunity to test something in a more critical environment. It felt more collaborative than I expected.
Reflection on Feedback:
The feedback was really helpful and kind. One person said they appreciated the thoughtful response to their idea, especially as they weren’t sure how they had done. Another said they liked the range of objects, and that having a choice was motivating. The point about three designs being too many came up a few times, so I’ll revise the brief to fit the session length better. It’s helpful to see how small changes to structure can have a big impact on participation.
Reflection on Other Presentations:
I really liked the use of Sandbox for timed drawing, and the session where someone linked a QR code to resources was a smart touch, I do this in professional practice so can do it for the students, too. I also enjoyed the ones that asked you to draw or make something on paper. Those physical tasks helped break up screen time and added a different kind of focus.
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