For my microteaching session, I designed an activity where students created a two-page magazine advert for a fashion object for a fictional brand, targeting a specific market. My aim was to enhance their observation skills, design awareness, and critical analytical thinking while also improving their communication and aesthetic judgment. I incorporated key concepts such as branding, target market and layout principles to provide a well-rounded learning experience.
Planning the Session
The session was carefully structured to make design principles accessible to students with varying levels of experience. I started with an interactive icebreaker, where students were shown different adverts and asked to distinguish between mass-market and luxury. This not only engaged them from the start but also introduced the fundamental concept of branding and visual cues. Because this task was relatively easy, it formed a learning slope that eased students into the session and built their confidence. As the session progressed, the difficulty of the tasks increased step by step, allowing students to gradually build their understanding without feeling overwhelmed.
20-Minute Microteaching Plan
- 2 min – Introduction & Icebreaker
- 5 min – Theories on Layout
- 2 min – Target Market & Poll
- 3 min – Explain Brief
- 5 min – Activity
- 3 min – Discussion/Feedback & Wrap-up
I planned the learning outcomes to ensure students gained:
- A foundational understanding of graphic design concepts
- An ability to analyze visual elements critically
- Awareness of layout structures used in magazines
- Confidence in applying design tools to create a compelling advert
To keep the session digestible, I broke down technical terminology into bite-sized explanations, covering margins, columns and grids as well as short mention of some typography concepts. By using visual examples at every step, I aimed to make the lesson more accessible and inclusive for different learning styles.
I gave the students the opportunity in choosing their target market via a poll therefore I prepared two briefs one covering Mass-Market audience and one for Luxury. Only the winning brief was shared with the students during the lesson however second brief is available and would be shared with students as possible homework for further exploration alongside other ideas to explore.
Methods of Engagement
Maintaining student engagement was crucial, so I incorporated multiple interactive elements:
- Verbal Interaction: Inviting students to speak via microphone
- Chat Participation: Encouraging responses and discussions in the chat
- Polls: Allowing students to make decisions collectively which determined the outcome of the exercise
- Choice-Based Learning: Letting students pick their own object for the advert
Additionally, I included a variety of visual references, such as magazine spreads and sketches, to cater to visual learners. The emphasis on “layout is everywhere around us” sparked a eureka moment for students, helping them see design principles in everyday life.
Learning Outcomes
To evaluate whether students absorbed the key concepts, I observed their ability to apply design principles in their advert creations. Students sketched their advert ideas, shared them on screen, and spoke about their design choices via microphone, explaining their approach to layout. This allowed me to assess their understanding in real-time and provided an opportunity for peer learning. The feedback I received indicated that students found the structured breakdown of technical terms helpful and that even those without prior design knowledge were able to successfully complete the task.
Reflection and Areas of Improvement
The feedback was overwhelmingly positive, with students appreciating the clear explanations, step-by-step approach, and engaging visuals. Some highlights included:
- Strong use of visual references and examples
- Well-structured introduction to layouts and branding
- Effective use of interactive elements (chat, mic, polls)
- A homework option to extend learning
However, an area for improvement was the slide content. Some students noted that slides with dense information could have been more streamlined. Additionally, separating the luxury and mass-market comparisons more clearly could enhance clarity, perhaps I could have made a more succinct slide regarding the comparison of the two markets. One student also questioned whether covering all the layout tools was too ambitious within the short time frame.
In addition to this I have noticed some students did not use margins or columns in their design or added them afterwards which is the opposite of what I intended – I would have liked if I had more time to guide them a bit more through the planning phase of the layout where you choose your margins and columns and would have liked to add that element of “let’s do this part together”.
Final Thoughts
The Microteaching session reinforced the importance of interactive and visually supported learning. I was able to guide students toward a deeper understanding of branding, layout, and design principles. Moving forward, I aim to refine my slide content for better pacing and clarity while ensuring that all elements remain digestible within the given timeframe.
By incorporating object-based learning, although in a digital format, it sparked an interest in me in regard to incorporating life objects in graphic design teaching and especially in the online space as this could be a challenge. One key takeaway from this experience, especially after watching my peers’ microteaching sessions, is the value of interacting with real-life objects in design education. In digital spaces, we often rely on images and screens, but holding an object in person engages multiple senses such as texture, weight, even scent, that can only be imagined in a digital format. This physical interaction fosters a deeper connection and understanding that is sometimes lost in virtual learning. It has made me think on how I might incorporate more tangible elements into my teaching, even in an online setting, to bridge the gap between digital and physical experiences.
Bibliography
Ambrose, G., 2011. Layout: The basics of graphic design. 2nd ed. Lausanne: AVA Publishing.