diff --git a/01-week1_discussion_questions.md b/01-introductions.md similarity index 78% rename from 01-week1_discussion_questions.md rename to 01-introductions.md index 068e78e..ba17c4d 100644 --- a/01-week1_discussion_questions.md +++ b/01-introductions.md @@ -1,7 +1,7 @@ --- -title: Week 1 -teaching: 5 -exercises: 55 +title: Introductions +teaching: 50 +exercises: 10 --- ::::::::::::::::::::::::::::::::::::::: objectives @@ -14,7 +14,9 @@ exercises: 55 :::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- What is an Instructor Trainer? +- How do I become an Instructor Trainer? +- What will I learn in this Training? :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -51,7 +53,7 @@ This week's questions are: 1. In our discussions, we will often move between levels in the diagram below. We will apply the eight principles to *teaching about how to teach* (in instructor training) as well as *teaching technical skills* (in a Carpentries workshop). We'll even talk about *learning how to teach teaching* in your -role as a Trainer! Do the eight principles apply equally well to all of these contexts? Are there any important differences to keep in mind? +role as an Instructor Trainer! Do the eight principles apply equally well to all of these contexts? Are there any important differences to keep in mind? ![](fig/instructor-training-program.png){alt='A tree diagram of Carpentries instruction and audience in which Instructor Trainers teach Instructors and Instructors teach Learners'} @@ -76,7 +78,7 @@ Code of Conduct Committee by completing [this form](https://docs.google.com/form Hello everyone, and welcome to The Carpentries Instructor Trainer Training. We are very pleased to have you with us. -:::::::::::::::::::::::::::::::::::::: discussion +:::::::::::::::::::::::::::::::::::::: instructor ## This Event's Hosts @@ -84,16 +86,20 @@ To begin class, each Host should give a brief introduction of themselves. :::::::::::::::::::::::::::::::::::::::::::::::::: -:::::::::::::::::::::::::::::::::::::: challenge +:::::::::::::::::::::::::::::::::::::: instructor ## Icebreaker -Placeholder +Ask trainees to introduce themselves using an icebreaker question of your choice. Some examples are: + +- Why is The Carpentries community important to you? +- Why are you excited to become an Instructor Trainer? +- What role does training play in your current job? :::::::::::::::::::::::::::::::::::::::::::::::::: -## Overview of Trainer Training +## Overview of Instructor Trainer Training This course is designed to support Carpentries community-members in preparing to teach Instructor Training courses. It is not a substitute for Instructor Training; in contrast, this training includes fewer contact hours @@ -101,7 +107,7 @@ and more independent work time stretched over a 10 week period. If you have not Each participant brings a different skill set to this training. Most trainees have background in educational settings and/or experience teaching Carpentries-style workshops. Trainees who are new to both should plan to invest extra effort in the -readings. All trainees, and particularly those new to the community, are expected to seek continuing connection and mentorship through engagement with the +readings. All trainees, and particularly those new to the community, are expected to seek continuing connection and mentorship through engagement with the Instructor Trainer community after completing this training. Each week's discussion will focus on our assigned readings. Starting next week, trainees (that means you!) will play @@ -122,33 +128,34 @@ Add your name to the [Training schedule](https://docs.google.com/spreadsheets/d/ :::::::::::::::::::::::::::::::::::::: discussion -## Trainer Checkout +## Instructor Trainer Checkout -In addition to attending weekly meetings, there are additional requirements for Trainer certification. These are: +In addition to attending weekly meetings, there are additional requirements for Instructor Trainer certification. These are: - Observe a teaching demonstration session (1 hour) - Observe part of an Instructor Training course (4 hours) - (if you are not already a certified Instructor) complete Instructor Training and checkout +For more detailed information about these requirements, please read the [Checkout Instructions](https://carpentries.github.io/trainer-training/checkout.html) page of this curriculum. + :::::::::::::::::::::::::::::::::::::::::::::::::: ### Instructor Training Events (in brief) -Most of our Instructor Training events are taught online, via Zoom. All events must have a least 2 Trainers in attendance. New trainees should plan to be -available for teaching assignments as soon as certification is complete. New Trainers will be matched with experienced -Trainers whenever possible. +Most of our Instructor Training events are taught online, via Zoom. All events must have a least 2 Instructor Trainers in attendance. New trainees should plan to be +available for teaching assignments as soon as certification is complete. New Instructor Trainers will be matched with experienced Instructor Trainers whenever possible. -### The Trainer Community +### The Instructor Trainer Community -[Trainers](https://carpentries.org/trainers/) meet monthly for calls at 2 different time slots to accommodate global time -zones. Attending these calls is highly recommended (trainees are welcome!), and all Trainers are asked to review meeting +[Instructor Trainers](https://carpentries.org/trainers/) meet monthly for calls at 2 different time slots to accommodate global time +zones. Attending these calls is highly recommended (trainees are welcome!), and all Instructor Trainers are asked to review meeting notes when they are unable to attend, as important information and updates are shared there. Regular meeting times are on the first Thursday of the month; however, we keep a 'placeholder' slot on the calendar for the 3rd week of the month. The placeholder can be used for special events or non-routine discussions, and is also a substitute time when the first week falls during a holiday. All meetings can be found on the [Community Calendar](https://carpentries.org/community/#community-events) and joined via links on the [meeting Etherpad](https://pad.carpentries.org/trainers). -Trainers also communicate asynchronously via Topicbox, Slack, and GitHub. New trainees will be +Instructor Trainers also communicate asynchronously via Topicbox, Slack, and GitHub. New trainees will be invited to join the Topicbox list early in their training, and will also be added to the #trainers Slack channel if they have registered with The [Carpentries Slack community](https://slack-invite.carpentries.org/). Communications on the [Instructor Training GitHub repository](https://github.com/carpentries/instructor-training) can be received by "watching" the repository. @@ -175,30 +182,30 @@ Take a moment to sign up for the following commmunication channels: :::::::::::::::::::::::::::::::::::::::::::::::::: -### Trainers Leadership +### Instructor Trainers Leadership -Once upon a time, the Trainer community consisted of a handful of people who met twice monthly: once to discuss training events, and once to make +Once upon a time, the Instructor Trainer community consisted of a handful of people who met twice monthly: once to discuss training events, and once to make decisions about community business. As our community grew, decision-making became more complex, often falling to a handful of people -with time to invest, or to The Carpentries Core Team. This system did not ensure that the interests of all Trainers were adequately addressed in decisions. +with time to invest, or to The Carpentries Core Team. This system did not ensure that the interests of all Instructor Trainers were adequately addressed in decisions. -In 2020, some of these active participants were recruited to draft a new governance structure for the Trainer community, and in 2021 our first elections were -held. The Trainers Leadership group meets 1-2 times per month, consults with Core Team on matters of interest to Trainers, and proposes changes to management +In 2020, some of these active participants were recruited to draft a new governance structure for the Instructor Trainer community, and in 2021 our first elections were +held. The Instructor Trainers Leadership group meets 1-2 times per month, consults with Core Team on matters of interest to Instructor Trainers, and proposes changes to management of our curriculum and community to make it more welcoming, fun, and sustainable. -New Trainers are an important voice to represent in Leadership, because they have a fresh perspective on the challenges faced by newcomers. +New Instructor Trainers are an important voice to represent in Leadership, because they have a fresh perspective on the challenges faced by newcomers. This role is available to all participants, not only those with extra time to share: we suggest that people serving in this role consider reducing their other service activities in the community to compensate during their tenure. The period of service is 1 year. ### A Culture of Contribution -Trainers are a vital part of The Carpentries community. In addition to training Instructors and supporting the collaborative -maintenance of our Instructor Training curriculum, Trainers typically take -on leadership roles in their own communities, locally or globally. Many assume leadership within the Trainer community, but all +Instructor Trainers are a vital part of The Carpentries community. In addition to training Instructors and supporting the collaborative +maintenance of our Instructor Training curriculum, Instructor Trainers typically take +on leadership roles in their own communities, locally or globally. Many assume leadership within the Instructor Trainer community, but all are expected to contribute by coming to meetings and/or sharing thoughts or feedback in other ways. Whatever your plans, don't wait to get involved! If you see a typo in the curriculum, try out a pull request to fix it, or ask around to learn how. If you wonder if a section could be better, search the repository [for existing issues](https://github.com/carpentries/instructor-training/issues) on the subject, and add your voice to the conversation or start a new issue for us -to work through during our next update. If you have time, consider joining Trainer meetings now! +to work through during our next update. If you have time, consider joining Instructor Trainer meetings now! :::::::::::::::::::::::::::::::::::::::: keypoints diff --git a/02_week2_discussion_questions.md b/02-prior-knowledge.md similarity index 84% rename from 02_week2_discussion_questions.md rename to 02-prior-knowledge.md index 4e177fb..0f6557f 100644 --- a/02_week2_discussion_questions.md +++ b/02-prior-knowledge.md @@ -1,5 +1,5 @@ --- -title: Week 2 +title: Prior Knowledge teaching: 5 exercises: 55 --- @@ -15,7 +15,8 @@ exercises: 55 :::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- How does what learners know (or think they know) impact their learning? +- How can we help learners organize their knowledge in useful ways? :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -35,8 +36,8 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github Other: -* Instructor Training [pre-survey](https://carpentries.github.io/assessment-archives/instructor-training-pre/instructor-training-pre.html) and [post-survey](https://carpentries.github.io/assessment-archives/instructor-training-post/instructor-training-post.html). -* Workshop [pre-survey](https://carpentries.github.io/assessment-archives/pre-workshop/pre-workshop.html) and [post-survey](https://carpentries.github.io/assessment-archives/post-workshop/post-workshop.html). +* Instructor Training [pre-survey](https://carpentries.github.io/assessment-archives/instructor-training-pre/instructor-training-pre.html). +* Workshop [pre-survey](https://carpentries.github.io/assessment-archives/pre-workshop/pre-workshop.html). ::::::::::::::::::::::::::::::::::::::::::::::::: @@ -49,9 +50,7 @@ Other: 1. Give an example of a time from your experience when a learner’s prior knowledge negatively affected their learning. Why do you think prior knowledge had such an impact in this case? Do you think any of the strategies suggested in this chapter might have helped? -1. What information do we have about learners prior knowledge in Carpentries workshops? What information do we have for trainees in Instructor Training? Describe some specific actions Instructors and/or Trainers can take based on this information. - -1. Create a concept map (3-5 items with labeled connections) that includes “teaching” and “learning” as concepts. How did you describe the relationship between teaching and learning? What other concepts and relationships did you include? +1. What information do we have about learners prior knowledge in Carpentries workshops? What information do we have for trainees in Instructor Training? Describe some specific actions Instructors and/or Instructor Trainers can take based on this information. 1. Examine Figure 3.2 (p.71). How do these diagrams relate to knowledge or learner mental models that you are familiar with? Which do you think best represents a learner who has just taken a Carpentries workshop? diff --git a/03_week3_discussion_questions.md b/03-motivation.md similarity index 92% rename from 03_week3_discussion_questions.md rename to 03-motivation.md index 336b433..d79df9a 100644 --- a/03_week3_discussion_questions.md +++ b/03-motivation.md @@ -1,5 +1,5 @@ --- -title: Week 3 +title: Motivation teaching: 5 exercises: 55 --- @@ -9,15 +9,15 @@ exercises: 55 - Examine a past experience with learner motivation in terms of environment, efficacy, and value. - Classify anticipated goals of learners as learning or performance-based. - Assess the usefulness of different strategies related to motivation in Carpentries workshops and trainings. -- Predict the impact of cognitive limitations on both learners and Trainers in Instructor Training. -- Compare the challenge of preparing different types of learners (Instructor trainees vs. workshop learners) to transfer skills to usable contexts. +- Predict the impact of cognitive limitations on both learners and Instructor Trainers in Instructor Training. :::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- How can we positively impact learner motivation? +- How can we empower learners to continue learning after their workshop or training? :::::::::::::::::::::::::::::::::::::::::::::::::: diff --git a/04-week_4_discussion_questions.md b/04-mastery.md similarity index 91% rename from 04-week_4_discussion_questions.md rename to 04-mastery.md index 9e044f7..681e502 100644 --- a/04-week_4_discussion_questions.md +++ b/04-mastery.md @@ -1,12 +1,12 @@ --- -title: Week 4 +title: Mastery teaching: 5 exercises: 55 --- ::::::::::::::::::::::::::::::::::::::: objectives -- Predict the impact of cognitive limitations on both trainees and Trainers in Instructor Training. +- Predict the impact of cognitive limitations on both trainees and Instructor Trainers in Instructor Training. - Compare the challenge of preparing different types of learners (Instructor trainees vs. workshop learners) to transfer skills to usable contexts. - Predict challenges posed by expertise awareness gaps in the context of teaching Instructors how to teach. - Distinguish challenges related to skill level faced by learners from those faced by Instructors. @@ -16,7 +16,8 @@ exercises: 55 :::::::::::::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- How can we support new Instructors in developing mastery? +- How can we mitigate our own expert awareness gaps? :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -45,7 +46,7 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github 1. What expert awareness gaps might you have on the subject of teaching or learning? How might such gaps become apparent when teaching others how to teach? -1. How might “blind spots” (now re-named in our curriculum as “expert awareness gaps”) and cognitive load affect learners during Instructor Training? What about Trainers? +1. How might “blind spots” (now re-named in our curriculum as “expert awareness gaps”) and cognitive load affect learners during Instructor Training? What about Instructor Trainers? 1. How can we help learners bridge the gap between learning and application? Is this different for Instructor Training vs Carpentries workshops? diff --git a/06-Week_6_discussion_questions.md b/05-feedback.md similarity index 69% rename from 06-Week_6_discussion_questions.md rename to 05-feedback.md index c73176c..8bd7c9e 100644 --- a/06-Week_6_discussion_questions.md +++ b/05-feedback.md @@ -1,5 +1,5 @@ --- -title: Week 6 +title: Feedback teaching: 5 exercises: 55 --- @@ -14,7 +14,8 @@ exercises: 55 :::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- How can we use feedback to help new Instructors improve their teaching? +- How can we use feedback to improve our own teaching? :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -31,6 +32,11 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github * [Teaching is a Skill](https://carpentries.github.io/instructor-training/instructor/11-practice-teaching.html) * [Building Skill With Feedback](https://carpentries.github.io/instructor-training/instructor/06-feedback.html) +Other: + +* Instructor Training [post-survey](https://carpentries.github.io/assessment-archives/instructor-training-post/instructor-training-post.html). +* Workshop [post-survey](https://carpentries.github.io/assessment-archives/post-workshop/post-workshop.html). + :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -40,13 +46,13 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github 1. When trainees give feedback, especially when giving feedback to themselves, they are VERY likely to comment on the number of times they said “um” or “uh” during their practice presentation. How would you go about helping them to level up their feedback to address more impactful features? -1. Responses to Carpentries pre- and post- surveys are intended to be useful to Instructors, Hosts, and The Carpentries. In particular, we aspire to using data from these surveys to improve understanding of the functionality of our programming as well as promote our successes and needs to funders. This is critical to the sustainability of The Carpentries overall. However, this requires that surveys be systematically administered. Nobody likes surveys, and it’s not fun to hound people to take them, either. What can we do to persuade Instructors to make more consistent use of these important assessment tools? (Responses might include ways to make the surveys themselves more useful.) +1. How can you (as an Instructor Trainer) use information in the pre and post-Instructor Training surveys to improve your teaching? How can we help Instructors make good use of pre and post-workshop surveys? 1. In the context of a Carpentries workshop, what role does an Instructor play in creating opportunities for practice? What role does a helper play? 1. In what ways do learners in a workshop get feedback on their progress? Is that feedback likely to meet the criteria for useful feedback outlined in this chapter? Why or why not? -1. In both Instructor Training and workshops, Carpentries surveys provide feedback from learners, and additional feedback mechanisms (e.g. minute cards and one-up-one-down) supplement this for a rich source of information. Do you think there is any additional advantage in asking a co-Instructor or co-Trainer for feedback? Why or why not? If so, how would you go about seeking such feedback? +1. How can we, as a community, encourage and facilitate co-Instructors (and co-Trainers!) to share feedback with one another and live our core value of "Always Learning"? :::::::::::::::::::::::::::::::::::::::: keypoints diff --git a/05-week_5_discussion_questions.md b/05-week_5_discussion_questions.md deleted file mode 100644 index 785280e..0000000 --- a/05-week_5_discussion_questions.md +++ /dev/null @@ -1,62 +0,0 @@ ---- -title: Week 5 -teaching: 5 -exercises: 55 ---- - -::::::::::::::::::::::::::::::::::::::: objectives - -- Describe the target audience of Instructor Training. -- Plan strategies for supporting Instructor Trainees from a diversity of backgrounds and previous experiences. -- Identify strategies to handle Code of Conduct incidents during an Instructor Training event. -- Explain the value of "never teaching alone". -- Identify key features of well-written learning objectives. -- Describe how well-written learning objectives facilitate learning. - -:::::::::::::::::::::::::::::::::::::::::::::::::: - -:::::::::::::::::::::::::::::::::::::::: questions - -- See discussion questions. - -:::::::::::::::::::::::::::::::::::::::::::::::::: - -:::::::::::::::::::::::::::::::::::::::::::::::::: prereq - -## Reading - -From The Carpentries [Instructor Training curriculum](https://carpentries.github.io/instructor-training/instructor/index.html): - -* [Preparing to Teach](https://carpentries.github.io/instructor-training/instructor/18-preparation.html) -* [Working with Your Team](https://carpentries.github.io/instructor-training/instructor/21-management.html) - -From [*How Learning Works*](https://www.worldcat.org/title/how-learning-works-seven-research-based-principles-for-smart-teaching/oclc/468969206): - -* Appendix G: What Are Learning Objectives and How Can We Use Them? (p. 244 - 246) -* Appendix H: What Are Active Learning Strategies and How Can We Use Them? (p. 247 - 249) - -:::::::::::::::::::::::::::::::::::::::::::::::::: - - -## Discussion Questions - -1. What stood out to you from this week's reading? Think of things that made sense in light of your own experience, things you're not convinced of, or questions that you have. - -1. Write a learner profile for an Instructor trainee and share with the group (see the [“Additional Exercises”](https://carpentries.github.io/instructor-training/additional_exercises#episode-15-preparing-to-teach) page for detailed instructions on learner profiles). How different are your profiles? What kinds of support might each of your imaginary trainees need? - -1. The exercise on [evaluating learning objectives](https://carpentries.github.io/instructor-training/18-preparation#evaluate-learning-objectives) still needs work. The goal is to get learners a) looking at learning objectives critically and b) thinking in levels like Bloom’s Taxonomy without actually introducing the jargon and complexities of the Bloom’s model. In practice, however, learners are very prone to thinking in terms of steps rather than levels of cognitive challenge. Can you think of a change to this exercise, or a different exercise entirely, that might be more effective? - -1. How do you feel about the prospect of handling a Code of Conduct incident at an event? What questions do you have? - -1. One of the learning objectives stated in the Instructor Training curriculum is: “Critically analyze a learning objective for your workshop.” What level of Bloom’s taxonomy does this objective fall under? Examining the chart on p. 245, try re-writing this learning objective at a lower level and a higher level. Do you think this objective is at an appropriate level for Instructor trainees? Why or why not? - - -:::::::::::::::::::::::::::::::::::::::: keypoints - -- To teach effectively, you have to know who you are teaching. -- Learning objectives reflect the knowledge and skills that learners should gain by the end of the course. All Carpentries lessons should have learning objectives listed at the top of each episode. -- “Sticky notes” can have multiple roles in a Carpentries Workshop. They can work as ‘flags’ for help, as a formative assessment to check if a learning objective has been met, and as feedback for your teaching. - -:::::::::::::::::::::::::::::::::::::::::::::::::: - - diff --git a/06-code-of-conduct.md b/06-code-of-conduct.md new file mode 100644 index 0000000..d462b93 --- /dev/null +++ b/06-code-of-conduct.md @@ -0,0 +1,62 @@ +--- +title: Code of Conduct +teaching: 5 +exercises: 55 +--- + +::::::::::::::::::::::::::::::::::::::: objectives + +- Explain the impact of The Carpentries Code of Conduct on classroom climate. +- Identify strategies to handle Code of Conduct incidents during an Instructor Training event. +- Identify areas of uncertainty with regard to handling Code of Conduct violations. + +:::::::::::::::::::::::::::::::::::::::::::::::::: + +:::::::::::::::::::::::::::::::::::::::::::::::::: questions + +- How should we introduce the Code of Conduct at workshops and trainings? +- How can we be prepared to handle Code of Conduct incidents? + +:::::::::::::::::::::::::::::::::::::::::::::::::: + +:::::::::::::::::::::::::::::::::::::::::::::::::: prereq + +## Reading: + +* The Carpentries' [Code of Conduct](https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html) and [Incident Reporting Guidelines](https://docs.carpentries.org/topic_folders/policies/incident-reporting.html). + +:::::::::::::::::::::::::::::::::::::::::::::::::: + + +:::::::::::::::::::::::::::::::::::::::::::::::::: callout + +## Transparency Reports + +The Code of Conduct committee publishes quarterly [transparency reports](https://github.com/carpentries/governance/tree/main/code-of-conduct-transparency-reports), which include information on potential Code of Conduct breaches, police matters, policy changes, and committee changes that occurred during the quarter. + +:::::::::::::::::::::::::::::::::::::::::::::::::: + + +## Discussion Questions + +1. What questions do you have about our community's Code of Conduct? + +1. Plan how you will introduce the Code of Conduct at your trainings. Practice delivering this introduction out loud to yourself +or to a colleague. A few individuals will be asked to present their introduction during our meeting. + +1. Scenario practice: You are teaching Instructor Training online. At the end of the first day, you receive a private message from a trainee saying an individual in their breakout group was displaying political insignia which made them feel uncomfortable. They request not to be placed in a breakout group with that individual again. What actions do you take? + +1. Scenario practice: You are teaching Instructor Training online. During the training, your co-Trainer uses a word or phrase which you know can be exclusionary or derogatory. You assume that your co-Trainer does not know about this exclusionary or derogatory usage. What actions do you take? + +1. Scenario practice: You are teaching Instructor Training online. While your co-Trainer is teaching, you receive a private message from a trainee saying that something the co-Trainer just said was exclusionary or derogatory. What actions do you take? + +1. How prepared do you feel about handling a Code of Conduct incident at an event? What questions do you have? + +:::::::::::::::::::::::::::::::::::::::: keypoints + +- Highlighting the importance of the Code of Conduct sets the tone for the your training. +- Code of Conduct incidents are rare in our community, but we need to be prepared to handle one if it arises. + +:::::::::::::::::::::::::::::::::::::::::::::::::: + + diff --git a/08-Week_8_discussion_questions.md b/07-course-climate.md similarity index 69% rename from 08-Week_8_discussion_questions.md rename to 07-course-climate.md index b572059..71ad87c 100644 --- a/08-Week_8_discussion_questions.md +++ b/07-course-climate.md @@ -1,21 +1,21 @@ --- -title: Week 8 +title: Course Climate and Identity teaching: 5 exercises: 55 --- ::::::::::::::::::::::::::::::::::::::: objectives -- Explain the impact of The Carpentries Code of Conduct on classroom climate. +- Describe the target audience of Instructor Training. +- Plan strategies for supporting Instructor Trainees from a diversity of backgrounds and previous experiences. - Predict challenges faced by new Instructors in creating a positive classroom climate and propose possible solutions. -- Propose one way to support learner interaction early in a workshop even when pressed for time. -- Identify areas of uncertainty with regard to handling Code of Conduct violations. :::::::::::::::::::::::::::::::::::::::::::::::::: -:::::::::::::::::::::::::::::::::::::::::::::::::: questions +:::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- Why is it important to create a welcoming learning environment? +- How can we support Instructors in creating a welcoming learning environment? :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -28,13 +28,13 @@ From [*How Learning Works*](https://www.worldcat.org/title/how-learning-works-se * Chapter 1: Why Do Students’ Identities and Stages of Development Matter for Learning? (p. 9 - 38) * Chapter 7: Why Does Course Climate Matter for Student Learning? (p. 162 - 186) * Appendix A: What are Instructor Self-Assessments / Reflections and How Can We Use Them? (p. 219 - 222) -* Appendix B: What are Ground Rules and How Can We Use Them? (p. 223 - 225) From The Carpentries [Instructor Training curriculum](https://carpentries.github.io/instructor-training/instructor/index.html): * [Equity, Inclusion, and Accessibility](https://carpentries.github.io/instructor-training/instructor/09-eia.html) * [Welcome](https://carpentries.github.io/instructor-training/instructor/01-welcome.html) + :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -42,21 +42,23 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github 1. What stood out to you from this week's reading? Think of things that made sense in light of your own experience, things you're not convinced of, or questions that you have. +1. Write a learner profile for an Instructor trainee and share with the group (see the [“Additional Exercises”](https://carpentries.github.io/instructor-training/additional_exercises#episode-15-preparing-to-teach) page for detailed instructions on learner profiles). How different are your profiles? What kinds of support might each of your imaginary trainees need? + 1. What content do you think might be missing from the Equity, Inclusion, and Accessibility episode that would be important for our Instructors to understand in the context of Carpentries workshops? -1. Try to identify one opportunity for interaction with learners during the Welcome episode. How might you use this to establish a positive learning environment without running out the clock? +1. Try to identify one opportunity for interaction with learners during the Welcome episode. How might you use this to establish a positive learning environment? 1. How might The Carpentries Code of Conduct function in supporting an “explicitly centralizing” (p.167) classroom climate? -1. Choose a strategy among those suggested on pages 177-186 that seems useful or essential to a Carpentries workshop. What factors might prevent an Instructor from effectively implementing this strategy? As a Trainer, how might you help? +1. Choose a strategy among those suggested on pages 177-186 that seems useful or essential to a Carpentries workshop. What factors might prevent an Instructor from effectively implementing this strategy? As an Instructor Trainer, how might you help? :::::::::::::::::::::::::::::::::::::::: keypoints -- Student-centred teaching requires teaching students, not content. It requires not treating all students the same (equality) but giving each student what they need (equity). +- Student-centered teaching requires teaching students, not content. It requires not treating all students the same (equality) but giving each student what they need (equity). - Class climate has a major impact on learning. - Creating a safe and welcoming space for everyone in your workshop or training takes planning, self-reflection, and humility. - + :::::::::::::::::::::::::::::::::::::::::::::::::: diff --git a/07-Week_7_discussion_questions.md b/08-live-coding.md similarity index 55% rename from 07-Week_7_discussion_questions.md rename to 08-live-coding.md index 37638a5..15d2c6a 100644 --- a/07-Week_7_discussion_questions.md +++ b/08-live-coding.md @@ -1,19 +1,20 @@ --- -title: Week 7 +title: Live Coding teaching: 5 exercises: 55 --- ::::::::::::::::::::::::::::::::::::::: objectives -- Evaluate The Carpentries' teaching practices for teaching participatory live coding. -- Plan your strategy for teaching participatory live coding effectively. +- Begin to develop confidence in teaching the Instructor Training curriculum. +- Practice giving feedback on teaching. :::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- How do I practice my own teaching? +- How do I practice giving feedback on other's teaching? :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -29,23 +30,28 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github :::::::::::::::::::::::::::::::::::::::::::::::::: -## Discussion Questions +:::::::::::::::::::::::::::::::::::::::::::::::::: challenge -1. What stood out to you from this week's reading? Think of things that made sense in light of your own experience, things you're not convinced of, or questions that you have. +## Practice Teaching -1. Trainees are often quite nervous about teaching in front of their peers. What strategies can you use as a Trainer to help trainees have a positive (and useful) experience from their practice teaching sessions? +Five members of the group will be selected to teach 3 minutes of their chosen lesson episode from Instructor Training. You can incorporate negative teaching practices, if desired. After you finish teaching, you will give yourself feedback and then receive feedback from other group members using The Carpentries 2x2 rubric. -1. Three minutes is not a lot of time! It is very common to get feedback that trainees wanted the practice teaching sessions to be longer. Do you think they should be longer? If so, why? If not, how do we help trainees use this time wisely? +:::::::::::::::::::::::::::::::::::::::::::::::::: -1. What principles from last week's reading on practice and feedback are being put into action in the episodes that form this week's reading? Are there any principles that are *not* being implemented? +## Discussion Questions + +After the teaching demonstrations are complete, session leader will choose questions from below for discussion: + +1. Three minutes is not a lot of time! It is very common to get feedback that trainees wanted the practice teaching sessions to be longer. Do you think they should be longer? If so, why? If not, how do we help trainees use this time wisely? -1. Using breakout rooms for the practice teaching exercises means that Trainers don't have a chance to observe (or at least can't observe all sessions). What are the benefits to this? Do you think the non-teaching Trainer should join one of the breakout rooms, float between rooms, or stay in the main room? Why? +1. Using breakout rooms for the practice teaching exercises means that Instructor Trainers don't have a chance to observe (or at least can't observe all sessions). What are the benefits to this? Do you think the non-teaching Instructor Trainer should join one of the breakout rooms, float between rooms, or stay in the main room? Why? 1. What other questions, concerns, or ideas do you have about how to effectively teach participatory live coding? :::::::::::::::::::::::::::::::::::::::: keypoints - Participatory live coding is one of the core teaching practices of The Carpentries, and important to give trainees (useful!) practice in. +- It's important to practice our own teaching and giving and receiving feedback! :::::::::::::::::::::::::::::::::::::::::::::::::: diff --git a/09-Week_9_discussion_questions.md b/09-how-we-operate.md similarity index 66% rename from 09-Week_9_discussion_questions.md rename to 09-how-we-operate.md index 722e669..ede4b55 100644 --- a/09-Week_9_discussion_questions.md +++ b/09-how-we-operate.md @@ -1,19 +1,20 @@ --- -title: Week 9 +title: How We Operate teaching: 5 exercises: 55 --- ::::::::::::::::::::::::::::::::::::::: objectives -- Suggest ways in which Trainers can support Instructor trainees who may be intimidated or confused by checkout procedures. +- Suggest ways in which Instructor Trainers can support Instructor trainees who may be intimidated or confused by checkout procedures. - Identify confusing features of The Carpentries operational landscape. :::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- How do instructor trainees become certified? +- How do Carpentries workshops operate? :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -34,13 +35,17 @@ From [*How Learning Works*](https://www.worldcat.org/title/how-learning-works-se :::::::::::::::::::::::::::::::::::::::::::::::::: -## Discussion Questions +:::::::::::::::::::::::::::::::::::::::::::::::::: challenge + +## Practice Teaching -1. What stood out to you from this week's reading? Think of things that made sense in light of your own experience, things you're not convinced of, or questions that you have. +Individuals who didn't practice teaching last week will be selected to teach 3 minutes of their chosen lesson episode from Instructor Training. You can incorporate negative teaching practices, if desired. After you finish teaching, you will give yourself feedback and then receive feedback from other group members using The Carpentries 2x2 rubric. -1. Not all trainees are interested in completing checkout for certification. We’re ok with that! What we worry about is when trainees who do want to certify are intimidated or deterred by some part of the process. What role can a Trainer play in supporting or encouraging trainees who want to complete the checkout process? +:::::::::::::::::::::::::::::::::::::::::::::::::: + +## Discussion Questions -1. What questions do you have about policies and procedures for running a workshop? Where do you think trainees might find this information confusing or unclear? +1. What questions do you have about policies and procedures for running a workshop or training? Where do you think trainees might find this information confusing or unclear? :::::::::::::::::::::::::::::::::::::::: keypoints diff --git a/10-Week_10_discussion_questions.md b/10-conclusions.md similarity index 85% rename from 10-Week_10_discussion_questions.md rename to 10-conclusions.md index b6bc7e4..b89cea4 100644 --- a/10-Week_10_discussion_questions.md +++ b/10-conclusions.md @@ -1,5 +1,5 @@ --- -title: Week 10 +title: Conclusions teaching: 5 exercises: 55 --- @@ -15,7 +15,8 @@ exercises: 55 :::::::::::::::::::::::::::::::::::::::::::::::::: questions -- See discussion questions. +- How do I become integrated with the rest of the Instructor Trainer community? +- How do I continue to develop my own teaching skills? :::::::::::::::::::::::::::::::::::::::::::::::::: @@ -40,13 +41,13 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github 1. Try the “Organize your knowledge” activity! Report back: what did you learn? -1. What questions do you have about your role as a Trainer? +1. What questions do you have about your role as an Instructor Trainer? 1. What questions do you have about The Carpentries community? -1. What are your goals as a Trainer? +1. What are your goals as an Instructor Trainer? -1. What can The Carpentries Core Team and the Trainer community do to support you in your goals? +1. What can The Carpentries Core Team and the Instructor Trainer community do to support you in your goals? :::::::::::::::::::::::::::::::::::::::: keypoints diff --git a/checkout.md b/checkout.md new file mode 100644 index 0000000..8ef69c0 --- /dev/null +++ b/checkout.md @@ -0,0 +1,54 @@ +--- +title: Checkout Instructions +--- + +## Instructor Trainer Checkout + +After attending Instructor Trainer Training, there are three steps to complete before qualifying as a certified Carpentries Instructor Trainer. + +Briefly, the three steps are: + +1. [Observe a teaching demonstration session](#demos). A 1-hour evaluation of trainee teaching led by a certified Instructor Trainer. +2. [Observe part of an Instructor Training course](#training) led by certified Instructor Trainers. +3. (If you are not already a certified Carpentries Instructor) - [complete Instructor Certification](#certification). + +These steps can be completed in any order. + + +## 1\. Teaching Demonstration Observation {#demos} + +The purpose of having you attend a teaching demonstration is to allow you to observe how these sessions are led by certified Instructor Trainers. Sign up on the [Teaching Demonstration Session Etherpad](https://pad.carpentries.org/teaching-demos) by adding your name in the section marked "Instructor Trainer Checkout" for the session you will attend. Before attending, read this [Suggested Rubric for Teaching Demonstrations](https://carpentries.github.io/instructor-training/instructor/demos_rubric.html). + +**Take care to double check +the time zone**, and mark your calendar after signing up! At the time of the event, the Zoom link may be found at the top +of that Etherpad. + +We also provide two videos of recorded teaching demonstrations that you can watch for additional examples: + +* [Example Teaching Demonstrations Acted Out by Trainers - 2023](https://www.youtube.com/watch?v=3NCpPk8jvQo) +* [Teaching Demonstrations - 2017](https://www.youtube.com/watch?v=FFO2cq-3PPg) + + +## 2\. Instructor Training Observation {#training} + +The purpose of having you observe part of an Instructor Training course is to provide you with a model for how Instructor Trainers implement the curriculum and the techniques they learn in Instructor Trainer Training. You are required to attend at least 4 hours of an Instructor Training course, but are welcome to observe a whole event if you are so inclined! + +To sign up, select a session that works for you on our [Instructor Training Calendar](https://carpentries.github.io/instructor-training/training_calendar.html). **Do not register for the session!** Instead, notify [instructor.training@carpentries.org](mailto:instructor.training@carpentries.org) which session you would like to attend. You will be introduced to the Instructor Trainers leading that session by email and provided with information about how to connect to the training. + + + +## 3\. Instructor Certification {#certification} + +All Instructor Trainers must also be certified Carpentries Instructors. If you are not already a certified Instructor, you will be required to attend a full Instructor Training course and complete the checkout steps for certification. You do not need to pay the registration fee associated with the Instructor Training course. + +To sign up, select a session that works for you on our [Instructor Training Calendar](https://carpentries.github.io/instructor-training/training_calendar.html) and register for the training using the access code provided to you. After registering, you will be provided information about how to prepare for and connect to the training by email. + +Instructions about how to complete Instructor certification will be provided during the training. You can read about the required steps in advance at the [Checkout Instructions](https://carpentries.github.io/instructor-training/checkout.html) page on the Instructor Training curriculum. + +## Maintaining Active Instructor Trainer Status + +After completing the Instructor Trainer Training course and the checkout steps described above, you will be a certified Carpentries Instructor Trainer. Congratulations! In order to retain active status, Instructor Trainers are required to participate in the community in specific ways, listed in our [Instructor Trainer handbook](https://docs.carpentries.org/topic_folders/instructor_training/duties_agreement.html#participation-expectations-for-active-instructor-trainers). + +If your service as an Instructor Trainer is part of your institution's Carpentries Membership, your expectations for participation may be different than those stated above and will be stated in the Memorandum of Understanding that you signed for your institution's Membership. + + diff --git a/config.yaml b/config.yaml index 62a7d57..276f35d 100644 --- a/config.yaml +++ b/config.yaml @@ -59,16 +59,7 @@ contact: 'mailto:lessons@software-carpentry.org' # Order of episodes in your lesson episodes: -- 01-week1_discussion_questions.md -- 02_week2_discussion_questions.md -- 03_week3_discussion_questions.md -- 04-week_4_discussion_questions.md -- 05-week_5_discussion_questions.md -- 06-Week_6_discussion_questions.md -- 07-Week_7_discussion_questions.md -- 08-Week_8_discussion_questions.md -- 09-Week_9_discussion_questions.md -- 10-Week_10_discussion_questions.md + # Information for Learners learners: diff --git a/md5sum.txt b/md5sum.txt index 7ac2b04..1d248e9 100644 --- a/md5sum.txt +++ b/md5sum.txt @@ -1,19 +1,20 @@ "file" "checksum" "built" "date" "CODE_OF_CONDUCT.md" "c93c83c630db2fe2462240bf72552548" "site/built/CODE_OF_CONDUCT.md" "2024-11-13" "LICENSE.md" "b24ebbb41b14ca25cf6b8216dda83e5f" "site/built/LICENSE.md" "2024-11-13" -"config.yaml" "e6264a7b07983f06f2e8476b8d903ffd" "site/built/config.yaml" "2024-11-13" +"config.yaml" "b925b7ceecd1565a9aa72fd9ca3b390c" "site/built/config.yaml" "2025-01-13" "index.md" "b611d483bf6e2c95f32c5f34caef1dfa" "site/built/index.md" "2024-11-13" -"episodes/01-week1_discussion_questions.md" "247e3a7c8e30c6873df1b63ada338181" "site/built/01-week1_discussion_questions.md" "2024-11-13" -"episodes/02_week2_discussion_questions.md" "5e73eb97427d47c8ed993618309b3179" "site/built/02_week2_discussion_questions.md" "2024-11-13" -"episodes/03_week3_discussion_questions.md" "ba391204ec2043ee4871f35ec6060b51" "site/built/03_week3_discussion_questions.md" "2024-11-13" -"episodes/04-week_4_discussion_questions.md" "7f27a6c7ab0e8d9cea783e2ccfa720c2" "site/built/04-week_4_discussion_questions.md" "2024-11-13" -"episodes/05-week_5_discussion_questions.md" "e9cef00a0f9caad141af70ce42cc29a1" "site/built/05-week_5_discussion_questions.md" "2024-11-13" -"episodes/06-Week_6_discussion_questions.md" "cba8ed62d34d1749875480eab9c149bc" "site/built/06-Week_6_discussion_questions.md" "2024-11-13" -"episodes/07-Week_7_discussion_questions.md" "44e59da4abb8ea1f7e6f05aad3611b24" "site/built/07-Week_7_discussion_questions.md" "2024-11-13" -"episodes/08-Week_8_discussion_questions.md" "069791f0ae2fec2bf12e7f0eb270a849" "site/built/08-Week_8_discussion_questions.md" "2024-11-13" -"episodes/09-Week_9_discussion_questions.md" "5e183a4062220291442233264ae64852" "site/built/09-Week_9_discussion_questions.md" "2024-11-13" -"episodes/10-Week_10_discussion_questions.md" "fa4a75a63e19803fe8d89bcbc7e24a57" "site/built/10-Week_10_discussion_questions.md" "2024-11-13" +"episodes/01-introductions.md" "0c4767c7e707665b270bb335ddc76b32" "site/built/01-introductions.md" "2025-01-13" +"episodes/02-prior-knowledge.md" "3b5025d3540dc8555fe7ec94b3248550" "site/built/02-prior-knowledge.md" "2025-01-13" +"episodes/03-motivation.md" "0469d7b0c681d9d000775ffe572aecaf" "site/built/03-motivation.md" "2025-01-13" +"episodes/04-mastery.md" "9feadc1d21cb900f7ad12c3dd3950b63" "site/built/04-mastery.md" "2025-01-13" +"episodes/05-feedback.md" "422c981c873d32d3f320010f18def94f" "site/built/05-feedback.md" "2025-01-13" +"episodes/06-code-of-conduct.md" "4a280a6ad51d58bf7cee3f18167adfd5" "site/built/06-code-of-conduct.md" "2025-01-13" +"episodes/07-course-climate.md" "5c78408a6ee77a48323d854a464611a3" "site/built/07-course-climate.md" "2025-01-13" +"episodes/08-live-coding.md" "7f7cbbe0cb585e6010caa069101307e6" "site/built/08-live-coding.md" "2025-01-13" +"episodes/09-how-we-operate.md" "6c7aedecd3345077750a0ac5a8bfd4b0" "site/built/09-how-we-operate.md" "2025-01-13" +"episodes/10-conclusions.md" "275b7d6f27ba7d674d3358d9229ae330" "site/built/10-conclusions.md" "2025-01-13" "instructors/instructor-notes.md" "78f6fe6109a0eb19a16ec6663941da7f" "site/built/instructor-notes.md" "2024-11-13" +"learners/checkout.md" "4e675df12bfd348c8b0b5f5f95250731" "site/built/checkout.md" "2025-01-13" "learners/discuss.md" "522bcb192adf6702a2e3cb2f0d1412b5" "site/built/discuss.md" "2024-11-13" "learners/reference.md" "4e0dcbc7892af6f9610d44d356e66617" "site/built/reference.md" "2024-11-13" "learners/setup.md" "0ae25b324b6f9fcb87d3a8da134651ee" "site/built/setup.md" "2024-11-13"