online microteaching: Once upon a time I taught behind the screen

The lesson delivery was clear and well-organised. Learners were engaged, and interactive elements like the quiz kept their attention. The use of multimedia (video and poster) helped in explaining conduction, convection, and radiation more effectively. The learners were able to grasp the basic concepts of heat transfer because of the varied teaching methods.

One of the challenges was managing the learners’ varying levels of technical proficiency with the online platform. I also struggled with speaking too fast which led to some of my learners being left behind as they are still grasping the previous content, I also ensured that the ICT tools I used were simple and user-friendly.

Yes, the learning objectives were met. The learners demonstrated a clear understanding of the differences between conduction, convection, and radiation through their responses in the quiz and class discussions. They were able to apply their knowledge in practical scenarios when asked to provide real-life examples of heat transfer in action.

I believe I chose appropriate ICT tools such as interactive simulations (Mentimetre ) to visualise heat transfer processes. These tools allowed for a dynamic, hands-on learning experience, which is essential for a topic like heat transfer that involves abstract concepts. I learned the importance of pacing, especially with complex topics like heat transfer. In a physical classroom, I would provide more hands-on experiments to complement the theory and give learners more time to process the information. I also realised that engaging students through questioning and discussions is key, whether online or in-person, to ensure they are actively processing the content. I received feedback that more time could have been dedicated to practical demonstrations of heat transfer. In response, I adjusted my lesson to include additional video demonstrations and created a follow-up worksheet for learners to complete at home. I also incorporated a suggestion to increase learners interaction by adding more open-ended questions during the lesson, encouraging students to think critically about the heat transfer processes.