Class observation Evaluation Checklist

Teacher's name: Li Kuang	                            Observer's name: Baoqi Su (Jinhua Fu, Jing Zhuo)
Date and Time of day: 24 Sept., 03 15: 25-16: 45
Student Size (gender: 8 M / 25 F)	                   Language: Acted our story in English; discussion in Chinese 
Length of class: 80 minutes  	                   Material used: Chapter 4 

	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 10 volunteers	
	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	
                                               10 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.	There is a wonderful performance of this story in the beginning of the class. The slides show the background of the story while they acting. They speak very clear English.
2.	A video show of the structure and function of the brain.
3.	Cases of Brain death. 

Class Note1: Flow of Lecture 
(Note: there are ppt file, video and audio recordings for references.)
Class start
4. Brain death
Performance of the story in English by 6 students in front of the class. It raises the question: “What is Brain death?”
Questions to each actor (Roya, Ali, father, mother, doctor, interpreter): “Do you believe that Ali has already died?” “What are your feelings about it?” The same questions to the audiences too.
Yes (Ali has died): 20 students.
No: 3 students.
Do not know: 10 students
15
Introduce the concept of Death. 
Introduce the new challenge of Brain death. 
A video show of the structure and function of the brain.
The teacher explains constitutes of the brain and their different functions using the picture (which provided by the author). 
30
Introduce the concept of Brain death and its strict standards. 
Explain the differences between the brain death and PVS.
Thus far, the students have raised various questions about brain death, its standards and so on. 
Question again: “Now, what do you think if Ali has already died or not?”
“Do you support Brain death?”
Yes (Ali has died): 22 students.
No: 4 students.
Do not know: 7 students.
Agree (Brain death): 22 students.
Do not agree: 5 students.
Do not know: 6 students
45
Brain death is a debatable issue in the world. Implementation of Brain death is helpful for organ donations. Compare some figures of requirement of organs with available organs each year in China. The situation is serious. 
Question once more: “Now, do you support Brain death?” “Should China implement Brain death too instead of the traditional standard?”
Agree (Brain death): 25 students
Do not agree: 3 students.
Do not know: 5 students.
60
Explore the ethical debates about the Brain death, and the teacher introduces the positive and the negative views of it to the students.

Introduce some cases in the hospitals that raise the social, ethical and legal issues in the world. The general public or even the physicians themselves do not understand the standards of the Brain death clearly, hence it is very dangerous to practice it at present.
Question: “Now, do you support Brain death?” “Should China implement Brain death too instead of the traditional standard?”
Agree (Brain death): 13 students
Do not agree and do not know: 20 students.
75
Introduce the Brain death in several countries in the world. 
Question: “Where does China go?”
The class was over. discussions.
Notes: none of the students were doing other things in class.

Class Note2: Flow of Dialogue

Teacher’s notes
I have not yet received it, since I would like the teachers to write their opinions down after the lectures. It is difficult for them to access the Internet, so this part will be reported in one-week time after the teaching. 

Observer’s notes
1.	The class is wonderful.
2.	The idea of performance is great. And the students give a very impressive performance, and show their wonderful English at the same time.
3.	It proved that the style of this chapter is very welcomed by the student. The English is not so difficult. The teacher has added a lot of basic knowledge about this topic.
4.	The students have raised many questions about Brain death and its standards during the lecture and participated in the debate actively. 

Notes:

The next class will be on 8 October.