Class observation Evaluation Checklist

Teacher's name: Jinhua Fu	             Observer's name: Baoqi Su (Li Kuang, Yongmei Gu, Jianzhi Li, Lei Li) 
Date and Time of day: 17 Sept., 03 15: 25-16: 45
Student Size (gender: 8 M / 25 F)	                   Language: Chinese 
Length of class: 80 minutes  	                   Material used: Chapter 3 

	Evaluation point	Low                  Medium                     High	
Student	Concentration	1      2     3    4     5     6     7     8     9   10√                                                               	
	Subjective oral participation	1      2     3    4     5     6     7     8     9   10√                           	
	Number of different students who spoke in class	
20 students 6 volunteers
(Note: in the beginning the teacher did not give enough time for students to raise the hands)	
	Involvement in class	1      2     3    4     5     6     7     8     9   10√                              	
	Understanding level	1      2     3    4     5     6     7     8     9√  10                            	
Teacher	Teacher’s control	1      2     3    4     5     6     7     8     9   10√                             	
	Teacher’s correspondence	1      2     3    4     5     6     7     8     9√  10                             	
Material	Interest in material	1      2     3    4     5     6     7     8     9√  10                            	
	Difficulty of text	1      2     3    4     5     6√    7     8     9   10                           	
	Number of content related questions by the students	
                                                  4 questions	
	Difficulty of questions in the material	1      2     3√    4     5     6     7     8     9   10                          	

Any special events or extra materials related to the class that were introduced either orally or materially to the students (please attach copies as well):

1.	A short video show of HGP.
2.	A paper about genetic testing and life insurance in English.

Class Note1: Flow of Lecture 
Questionnaire:
How many students talked about the first lecture with your parents at the dinner or your friends?
16 students (of 29 students).
How many students read today’s chapter before the class?
15 students (of 14 females and 1 male).
(Note: there are ppt file, video and audio recordings for references.)
Class start
Welcome 4 new students to join us!
Each student is demanded to submit 3 essays (200-300 words) by 15 Oct., 19 Nov., and 17 Dec., either in Chinese or in English, topics are free to choose. 

5
3. Genetic privacy and information
Introduce some basic concepts such as gene, chromosome, DNA etc with pictures. (Note: the students have just started the course of biology this term.)
Explain what is genotype and phenotype.

20
Introduce Human Genome Project (background, objective, and the progress etc.) with a short video show. 

30
Introduce different types of genetic testing with reading the paragraph 2. 
Q. Would you like to know your genes? At what stage in life would you undergo genetic testing?

45
Interpret the concept of “genetic privacy” and its importance with reading the paragraph 3. 
Q. Who should know your genetic information?

60
Discuss the ethical issues of marriage, childbearing, employment and insurance that related to genetic privacy. The students give various opinions to each issue.
Q. Would like to take a genetic test if a family member asked you to? …if your school asked you? …if an employer asked you? …if an insurer asked you? …
The class was over. 
Several volunteer students start to prepare for the performance of next class with teacher Kuang.
Notes: none of the students were doing other things in class. 

Class Note2: Flow of Dialogue

T: Would you like to know your genes?
S (F): Yes, I would like to know clearly about my body’s health. If there was anything abnormal I could go to see the doctor and receive the treatment in the earlier stage. And I could finish the things before death. 
S (M): Yes, it is better to know oneself more clearly if possible, and we have the rights to know.
S (F): No, I prefer not to know, which may give me psychological pressure. 
T: Thanks, I guess all of you have your own opinions about this question. It is not easy to make such decision, isn’t it? What else? 

T: At what stage in life would you undergo genetic testing?
S (F): When the testing is common, and the technology is more advanced. 
S (F): When I could understand the map of human genome by myself.
S (F): When my parents diagnosed with some genetic disease. 

T: Who should know your genetic information?
Ss: Myself.
S (F): My parents.
S (M): The doctor.
S (M): It is privacy of a person, and no body should know it except oneself. It is a way to avoid discrimination too.

(Note: above only a few segments of dialogue)

Teacher’s notes
1.	The teacher explains her understanding of this chapter on the paper that she gave to me. The content of the chapter is fluent and interesting. 
2.	Q2: “Think about what characters are determined by genetics and which are determined by the environment.” is difficult for the students to answer. 
3.	Q5: “… Who has rights to know the results of your test?” is somehow repeats the Q4: “Who should know your genetic information?” .

Observer’s notes
1.	Many teachers and students think the English of this Chapter is easier than the Chapter 1’s.
2.	It is better to focus on the content itself more, for referring the long version, and some extra materials could be cut down. 
3.	The teacher prepares well, very seriously, and the class is good.