differences for PR #77

01-week1_discussion_questions.md → 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?   
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
@@ -76,19 +78,23 @@ 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
 
 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?
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 

02_week2_discussion_questions.md → 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).
 
 
 :::::::::::::::::::::::::::::::::::::::::::::::::
@@ -51,8 +52,6 @@ Other:
 
 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. 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?
 
 1. Read the strategies for how Instructors can assess and enhance their own knowledge organization at the end of Chapter 3 (p. 78-83). Choose one strategy and think about how an Instructor could apply it when preparing to teach a Carpentries workshop. On a scale from 1-10, how challenging do you think it would be for a new Instructor to use?

03_week3_discussion_questions.md → 03-motivation.md

@@ -1,5 +1,5 @@
 ---
-title: Week 3
+title: Motivation
 teaching: 5
 exercises: 55
 ---
@@ -10,14 +10,14 @@ exercises: 55
 - 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.
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
 
 :::::::::::::::::::::::::::::::::::::::: questions
 
-- See discussion questions.
+- How can we positively impact learner motivation?
+- How can we empower learners to continue learning after their workshop or training?
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 

04-week_4_discussion_questions.md → 04-mastery.md

@@ -1,5 +1,5 @@
 ---
-title: Week 4
+title: Mastery
 teaching: 5
 exercises: 55
 ---
@@ -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?
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 

06-Week_6_discussion_questions.md → 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 a 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

06-code-of-conduct.md

@@ -0,0 +1,48 @@
+---
+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).
+
+::::::::::::::::::::::::::::::::::::::::::::::::::
+
+
+## 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. 
+
+1. **Placeholder for practice handling CoC scenario(s).**
+
+1. How do you feel about the prospect of 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.  
+
+::::::::::::::::::::::::::::::::::::::::::::::::::
+
+

08-Week_8_discussion_questions.md → 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?
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
@@ -28,23 +28,25 @@ 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)
 
+
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
 
 ## 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. 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?
 
@@ -53,10 +55,10 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github
 
 :::::::::::::::::::::::::::::::::::::::: 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.
-
+  
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
 

07-Week_7_discussion_questions.md → 08-live-coding.md

@@ -1,5 +1,5 @@
 ---
-title: Week 7
+title: Live Coding
 teaching: 5
 exercises: 55
 ---

09-Week_9_discussion_questions.md → 09-how-we-operate.md

@@ -1,5 +1,5 @@
 ---
-title: Week 9
+title: How We Operate
 teaching: 5
 exercises: 55
 ---

10-Week_10_discussion_questions.md → 10-conclusions.md

@@ -1,5 +1,5 @@
 ---
-title: Week 10
+title: Conclusions
 teaching: 5
 exercises: 55
 ---

config.yaml

@@ -59,16 +59,7 @@ contact: 'mailto:[email protected]'
 
 # 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: