AET microteaching: 7 Essential Points to Understand
Microteaching is a short teaching demonstration used to focus on core teaching behaviours: planning, explanation, inclusion, questioning, interaction, assessment and reflection. It lets a trainee work with a manageable topic while still demonstrating a complete learning sequence.
Microteaching is also common in FE recruitment. The Department for Education's Teach in Further Education service notes that many FE interviews use a short micro-teach to see how candidates communicate and engage learners.
Choose a Small, Teachable Outcome
Avoid trying to teach a whole subject. Choose one outcome that learners can reasonably achieve within the allotted time. A narrow outcome makes it easier to demonstrate progress and assess whether learning occurred.
Write the outcome in learner-centred language and make sure every activity contributes to it.
Use this guide to consider AET microteaching alongside your current role and the evidence you can realistically collect.
Plan a Beginning, Learning Activity and Close
Open by explaining what learners will learn and why it matters. Use the central part of the session for explanation, modelling, questioning or an activity. Finish by checking learning against the outcome and summarising the key point.
A simple structure is more effective than filling the session with slides.
A clear understanding of AET microteaching helps you choose a route that supports your next professional step.
Make the Session Inclusive
Inclusive teaching means considering different starting points, communication needs and ways learners can participate. Use clear language, accessible resources, purposeful questions and more than one opportunity to engage.
Do not confuse inclusion with lowering the standard. The aim is to remove unnecessary barriers while keeping the learning outcome clear.
Before enrolling, review AET microteaching against the assessment methods, workplace access and support you will need.
Show Assessment for Learning
Your microteach should contain a way to find out whether learners understood. This might be targeted questioning, a short task, demonstration, scenario or other proportionate check.
The assessment method should match the outcome. If the outcome requires application, a recall-only question may not be enough.
Employers and learners should discuss AET microteaching early, so that expectations and timescales are realistic.
Prepare Resources and Technology
Keep resources purposeful. Test slides, links, audio and screen sharing before an online observation. Have a simple backup plan if technology fails. Ensure text is readable and avoid overloading slides with paragraphs.
Resources support teaching; they should not replace interaction between teacher and learners.
Planning around AET microteaching makes it easier to identify suitable evidence, preparation and progression options.
Reflect After the Microteach
Reflection should identify what worked, what evidence showed learning, what could be improved and what you would change next time. Specific reflection is more useful than saying only that the session went well.
AET is an introductory teaching qualification. Learners who later take on substantial FE teaching responsibilities can compare Level 4 CET and the Level 5 Diploma in Teaching routes.
The right decision on AET microteaching should reflect both current responsibilities and longer-term career goals.