Module 5: My rubric

Criteria	High Distinction/ Outstanding-Very good	Credit/ Good	Pass/Fair	Fail/Inadequate
Criterion 1 Understanding the genetics of MHC	An excellent-very good understanding of the MHC genetics and the disorders associated with mutations in the MHC genetics.	Some understanding of the subject with the ability of recognizing disorders associated with mutations in MHC genes.	Little understanding of the organization of MHC genetics	Fail to show the basics of the organization of MHC genetics
Criterion 2 Description of the process of polypeptide expression on MHC molecule	Clear organized description of the processes with mentioning the signaling molecules associated with it.	Description of the some of the key regulators in the process.	Basic description of the mechanisms.	Fail to describe the process.
Criterion 3 Elucidate the mechanism of T lymphocyte activation through antigen recognition	Clear organized description of the processes with mentioning the signaling molecules associated with it.	Description of the some of the key regulators in the process.	Basic description of the mechanisms.	Fail to describe the process.

Module 5: Assessment and Feedback

Reflection on my current assessment practice:

I think with less student cohorts in my classes I need to move further toward the summative assessments to get a generalised idea. But,the need for formative assessments is needed to assess some parts as required by their structure.

Module 4: Evaluation

Reflective e-portfolio (Post-session Activity)

Consider the following questions when writing a reflective post to your e-portfolio:

1. Describe what your mini-evaluation was focused on (e.g.student experience, satisfaction, engagement, evaluation of teaching) and reflect on what you learned (or not) from it.
2. Based on the concepts explored in this module (e.g. your mini-evaluation, the video, discussions in the F2f session, etc.), what is your evaluation plan for your future development of teaching?

• Use Criterion 2 on the E-portfolio Rubric to self-evaluate your reflective post. 

-------------------------------------------------------------------

 My mini-evaluation was focused on the following:

- Student experience and engagement:
      What does the students gained during the lectures.
      Do they feel that the lectures changed their understanding about the main subject?

-Satisfaction:

      How they rate their overall gain, positive or negative (provide %, were below %50 is considered to be negative and above %50 is positive).


 -------------------------------------------------------------------
My plane for my evaluation of teaching will continue on getting the feedback from students on their experience and engagement. I will consider the evaluation teaching with concentrating on the techniques of teaching. 

Module 3 : Teaching for Learning

Author:	Mohammad Mohammad  Antigen Recognition by T lymphocytes Aim: Studying this unit, student will understand the way how T lymphocytes recognise an antigen and how this process differ from antibody recognition of antigens.
Learning Outcome:	After studying this unit you will be able to : - Diffrentiate between T-lymphocyte receptor and Fab fragment of immunoglobulin. - Major histocompatibility complex (MHC) structure and contribution in the process of antigen recognition by T lymphocytes. - Ways and mechanisms of peptide anchoring to MHC. - The importance of accessory molecules in this process. - Understanding experiments aimed at delineating this process.
Learning Activity:	- Class lecture on the structure and genetics of MHC molecule. (25 mins). - Youtube video explaining the mechanism of antigen processing and expression in the context of MHC. - Summarise the similarities and differences between T lymphocyte receptos and the Fab fragment of immunoglobulin. - List key steps in establishing a successful recognition of an antigen. - Designing an experiment to investigate the importance of accessory molecules in activation of T lymphocytes.
Assessment Task:	- Online quiz completed individually. - group of 2 working on annotating diagrams explaining the process. - Listing 3 disorders of poor/over antigen recognition.
Resources:	- online student texts and other online resources (Janway's Immunbiology, 2014). - Recent research articles addressing this lecture. - Presentation slides.

Module2: Flipped Classroom Lesson Plan

Learning Outcome: Note: Explain the bone marrow pathway of dendritic cells development.
Learners:  This lecture will be targeting an 18, 3rd year undergraduate students studying the hematology course. Students came from mixed cultural backgrounds with different English language capabilities.
Pre-Class Independent Activity (prior to class)			Time
What will your students do to be prepared for the in-class activity? What resources will they access? What do they need to bring to class? Annotate videos containing figures related to this developmental pathway.		What do you need to prepare for the pre-class activity e.g. resources, course materials? What will you do while your students are doing the pre-learning activities? Selected diagrams from a recent refereed journal articles addressing this subject. Select and upload You Tube video.	1 hour
In-Class Collaborative Activity			Time
How will your students be engaged in-class? What activities will you ask them to do? Students will be asked to work in groups of 4-5 students to produce a flowchart of dendritic cell development and indicate the checkpoints of modification of the pathway for therapeutic approaches. Each group will be asked to present their flowchart.		What will you do about students who have not completed the pre-learning activity? What will you do while your students are engaged with the in-class collaborative activity? This issue will be discussed to promote student who didn’t finished the pre-learning task. 2 students will be asked to present their annotations.	30 min 15 min
Post-Class Activity (Independent or Collaborative)			Time
What will students do after the in-class activity is completed? Are there any follow-up activities? How will they demonstrate their learning? Students will be requested to share their annotated developmental flowcharts into their e-portfolios. Students need to criticize another group flowchart with the following to indicate: -       2 good things -       2 points/issues need improvement	What will you do while your students complete the post-class activity? The flowcharts will be assessed.		50 min
Assessment: Describe a formative or summative assessment task that you would ask your students to complete in order to assess whether they have met the intended learning outcome. (Note, Module 5 will cover assessment strategies but you can note down some initial ideas here) Based on the marking rubric, students will be assessed based on an online multiple-choice quiz at the beginning of the next lecture. Results will be provided to students at the end of the lecture.

Module 1 reflective post

- I disagree with Davids notion about the fact that %90 of the content we teach in not necessary and the students will not need it n their future life. For the undergraduate education, I believe we establish the basis of knowledge for the students which they can build on later to face the unknown that David mentioned in the 00:58 min of the video. I believe, in order to face the unknown and to deal with future situations in their professional life they need to lean a wide base of knowledge in the subject that they studying. In my subject, "comparative anatomy of vertebrates", students need to learn about the anatomy of various systems in the body and to be able to establish a comparison between different classes of vertebrates. Learning this broad approach will help them understanding the correlation between the anatomical structure and the function.

- Students of comparative anatomy of vertebrates course can approach learning through combining  theoretical descriptions and the practical dissection of representative vertebrate animals. The laboratory dissection activity will enhance their on/post-class deep learning activities.

- Once students engaged in deep learning in this course, they will be able to understand the correlation of the structure and the evolutionary relationships between different classes of vertebrate animals. This will allow further elucidating the functions of organs in the advanced classes such as physiology.

- One main strategy to encourage deep learning is dissecting animals and investigating their systems. Other strategy is watching videos of dissection of these animals which are available in YouTube. More strategies including the design of experiments to delineate the functional importance of vital organs such as heart, pancreas and sciatic nerve.

- In total, at the time the issue that David raised in the video might be true and applicable to some courses, they may not be applicable with other courses especially basic courses that are needed to establish a broad base knowledge for other advanced courses. In contrast, this broad content can be combined with emphasis on the applications of learning the anatomy of vertebrates.