TEACHING SESSION PLAN

Module: Immunology Level / Stage (6,7,8) 8

Year: 3

Title of session/ topic: T cell immunity

Length of session: 1 hour
Mark the type of session:

Lecture X Tutorial ☐ Lab ☐ Studio ☐ Workshop ☐

Module Outcome (What module outcome(s) is the class/session aligned to):
This lecture is aligned to learning outcome number 3, ‘Discuss the humoral and cell-mediated
divisions of the immune system, identifying and differentiating the cells and mechanisms of
activation involved including MHC’.

Class/Session Outcomes: Upon completion of this session, you should be able to: (Share
with students e.g. Write on board /slide/ project image at beginning of lecture for students)
 Understand the structure and function of T cells in immunity
 Compare and contrast T cell subsets
 Draw a diagram to illustrate mechanisms of response of T cells to bacteria and viruses
Select & Prioritise Your Content:
For the session, decide what material is used in class and what material the students should study
independently and/or online. To do this, think about the material and its relative importance and
prioritise and list in the appropriate quadrant.
Independent Learning
In Class or in a Live Online Class (student completes on their
(Support Learning) own)
 YouTube video on T cell
 Basic understanding of immunity function

Priority  Define terms: T cells, B cells, subsets

(Need to  Different forms of infections

know)

4
Supplementary  Broader functions of T cells
Learning (Nice  Effects of immunodeficiency of T cells
to  Importance of T cells in several aspects of
know) immunity

Material in quadrants 1 and 3 typically become the focus during classes. Quadrants 2
and 4 represent material students could study themselves and use the VLE/Moodle and
online learning objects to support this learning.
Think about how you might incorporate Technology Enhanced Learning Tools and Blended
Online/Digital Learning Objects, that will develop students learning and engagement with the
module.
Use of YouTube video to give background information on structure, lecture notes from Moodle in advance of the lecture
Teacher Activity
(what you will do during the class):
Stage 1 (timing): 0-15 mins
Welcome, background to lecture, objectives
Stage 2 (timing): 15-45 mins
Detail of lecture on T cells, lots of pauses for
open-end questions
Played a game where I got them all to stand up,
cite something they knew about T cells from
the lecture and only then could they sit down
Stage 3 (timing): 45-60 mins
Recap on the learning objectives for the lecture
and work through and questions and concerns
the students may have. Outline the topics for
the following week’s lecture and outline the
expected pre-reading.
Student Activity
(what students will do during the class session):
Stage 1 (timing): 0-15 mins
Listening to plan, objectives, background to
lecture
Stage 2 (timing):
Listening to lecture detail from powerpoint,
adding to notes already downloaded from
Moodle, answering open-end questions
Participate in the game
Stage 3 (timing):
Answering questions verbally, listening to plan
for the following lecture
Digital student engagement tools required for this session/lesson:

All my lecture notes and study aids are on my Moodle page on the institute’s Virtual Learning

Environment (VLE).

I have also placed the past exam papers to encourage engagement and practise of past exam
papers as a study and revision tool.

URLS to useful sites on the Moodle page

Teacher Reflection:

What worked well?

 Video clip was excellent and very complementary to the lecture.

 Having the lecture notes in advance meant lots could be covered in class

 Asking several open-ended questions involving all students

 Having time at the end to review the hour

 The game went down really well. Gave them an opportunity to test their own knowledge

before leaving the room.

What did not work well?

Need to include another student activity. This is lacking.

To what extent did you address different domains of learning?

The three domains of learning are: 1. Cognitive: mental skills (knowledge) 2. Affective: growth in

feelings or emotional areas (attitude or self) 3. Psychomotor: manual or physical skills (skills)

Cognitive: mental skills (knowledge): The Cognitive Domain of learning was addressed with the

delivery of the content of this lecture. The students received new knowledge about T cells in

immunity that would have been completely new to them. Their ability to assimulate this was

tested in the game we played and from the reaction, they had learned and understood the lecture

very well. Affective: growth in feelings or emotional areas (attitude or self): In the game we

played, their ability to listen to what other students had to say and to think of more facts about T

cells was tested. This activity really tested their ability to interact and understand each other, and

to be an active participant in class without merely passively acquiring new knowledge.

Psychomotor: manual or physical skills (skills): The psychomotor domain is concerned with

utilising motor skills and coordinating them. As part of the group activity, the students had to