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Education and training



Education and training

Career advancement

City and Guilds Level 3 Award in Education and Training
City College Norwich

I have trained and mentored many individuals over the years. with so much knowledge to share, I decided it would be beneficial to acquire a formal qualification. This is an adaptation of the summary that I submitted for my course.

Micro-teach reflective summary

My background is in website, software, and application design and development. These are areas in which everyone is familiar from an end-user perspective, but few will know the behind the scenes workings. Taking one of these elements, website development, I considered that it might be useful for my learners to understand the basics of how a web page is constructed.

The first challenge would be how to deliver fairly complex information within the allotted fifteen-minute time-frame. The second challenge would be how to make that delivery interesting and engaging.

So, I set my desired learning outcomes as follows:

The learner should be able to:

  • Understand the basics of how a web page is constructed
  • Make changes to a web page and view the results
  • Demonstrate a clear advancement in knowledge over a 15 minute period

It was from these points that I was able to set my outline assessment criteria:

  • What knowledge do the learners currently possess
  • How can this be assessed over the duration of the Micro-teach session

I wanted my Micro-teach to challenge not only my learners but also myself. I considered that if I was able to deliver a clear lesson in which all learners could interact with a variety of resources, taking a series of logical steps to reach the desired outcomes, then it could be successful.

I had to consider what would be an achievable outcome for a group of learners with differing levels of knowledge; for the most part, this would be a completely alien subject to them. I took account of different learning styles and levels of ability to deliver and present in an accessible manner.


The first stage was to assess the learners knowledge of basic HTML structure and logic. I created sets of colour-coded cards with plain English translations of HTML markup. These were used by the learners in groups to solve a puzzle which demonstrated how HTML tags are used, but without any technical references. To assist in solving this puzzle, I provided a simple explanation with a diagram on the white-board to demonstrate how an HTML page is structured.

The task was completed successfully within a minute, which is what I had hoped for. So the learners could now visibly see a structure laid out on the table. The next stage was to convert the plain English into HTML which I achieved simply by explaining and writing examples on the whiteboard. This provided the background and context for moving to the computers for the next stage where each learner would work as an individual.

I modified one of my own workflow application developments to work as an assessment tool (quiz) with multiple choice answers. Each learner had their own unique login. The advantage of doing this was that once complete I received all the answers immediately to my phone. This meant that we could move to the next stage without any delay while I checked on their knowledge.

Ongoing assessment

After completing the quiz, a link was provided to take the learner to the next screen, a split-screen with predefined HTML markup on the left, and the published HTML page on the right. I presented each learner with a reference card, showing HTML markup, and a task sheet listing a series of simple assignments. By writing in the code the learners were able to see the results instantly.

While they were performing this task I observed each learner and assisted where required. I was able to reference the results from the quiz and adjust my input to those who had more or less knowledge accordingly. I made sure that all learners understood each stage before progressing to the next.

Final assessment

After each learner successfully completed the tasks they were invited to take a summary test, in the form of another multiple choice quiz, to assess their newly gained knowledge. I also took the opportunity to solicit a little feedback on the lesson. Each learner successfully answered the questions demonstrating that they had achieved the outcomes and met with my assessment criteria.

My Micro-teach session employed the following resources:

  • Whiteboard – to support verbal presentation and instruction
  • Puzzle cards – Printed and colour-coded cards for group
  • Digital Quiz – adapted my own technology to create a teaching tool
  • Reference cards and task sheets – pre-defined tasks with references to each – yellow paper copies were made available to assist with legibility for dyslexic individuals.
  • Computers – each learner used an individual machine
  • HTML markup visualiser – learners typed HTML markup and viewed their results


Providing context and building-blocks to the learners assisted in moving to the next stages and proved to be extremely effective. I was delighted with the way in which my assessment application was used and received. It was also interesting to see and learn how valuable the information I received was in directing the right assistance to the right individuals. On reflection, I think it would have been desirable to have presented those results to the learners. It would have made a very nice take-away from the session. Additionally, I think that perhaps a little more attention needs to be paid to on-screen accessibility: the ability to adjust font sizes and colour options would make a really nice addition.

I knew that it would be a real challenge to deliver a fairly complex yet dry subject to learners with limited or no previous subject knowledge in such a short time frame. I really wanted to combine my industry knowledge with my newly acquired knowledge from the course. To take this on and deliver it within the exact time-frame with positive outcomes took a lot of planning. I felt that if I could achieve this then I would have a platform for further development.