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Welcome to The Carpentries Instructor Training!



Sign in: Name (Pronouns), Institution, Email & Socials (optional)


Please sign in so we can record your attendance.
 
If you have a moment before we begin and have not yet done so, please fill out the pre-training survey at https://carpentries.typeform.com/to/QVOarK?typeform-source=quirksahern.github.io#slug=2024-06-04-ttt-online-CEST 
 
You can keep track of the time in your current timezone at https://timeanddate.com/worldclock.
 

Break times (approximate): 


 

Welcome


https://carpentries.github.io/instructor-training/01-welcome
Questions:
Objectives:
 

Code of Conduct: 


To make clear what is expected, everyone participating in The Carpentries activities is required to abide by our Code of Conduct. 
https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html
Any form of behaviour to exclude, intimidate, or cause discomfort is a violation of the Code of Conduct. In order to foster a positive and professional learning environment we encourage you to:
If you believe someone is violating the Code of Conduct, we ask that you report it to The Carpentries Code of Conduct Committee by completing this form: https://goo.gl/forms/KoUfO53Za3apOuOK2
 
Exercise: Getting to know each other
 

Introductions


 
Your Trainers
 
Workshop schedule and break times
 
 
-- -- Exercise: Reviewing The Carpentries Experience and Goals -- --
For the multiple choice questions below, please place an “X” next to the response(s) that best apply to you. Then find yourself a spot in the Etherpad below to write a short response to the last question.
 
1) Have you ever participated in a Software Carpentry, Data Carpentry, or Library Carpentry Workshop?
 
2) Which of these most accurately describes your teaching experience?
 
3) Why are you taking this course? What goals do you have for today and tomorrow?
 To become an effective MATLAB tutor.
 We want to introduce the Carpentries to our institution as a library service. Myself and a few other colleagues have signed up to become Carpentries instructors.
 I would like to share quantitative skills and the carpentries seem like a very effective and proven syllabus/method
 Improve my teaching skills and be more involved in the Carpentries activities
 To be able to help Carprenties community in Aarhus to organize workshops
 To improve teaching skills and be a Carpentries-certified instructor
 I would like to improve my teaching skills and become a certified instructor. 
To get more involved with the Carpentries community as I'm interested in using existing courses and developing new courses to teach at my institute. +1
 To learn how to teach with the Carpentries instructions, so I can help with organizing workshops.
I would like to improve my teaching skills
 To learn more skills how to make a lesson better for the students and to be certified for future courses I will be giving
 I would like to braden my skills on how various approaches on teaching approaches.
I want to include Carpentry workshops in my teaching activities
 I would like to learn teaching approaches/skills for online teaching 
 To learn to teach computing skills, and help my colleagues in curating lessons and workshops.
To make my training and development of training materials more evidence-based, and to be able to run and participate in more training activities at my current institution.
To be able to conduct effiicient workshop on my community and share my knowledge especially in Bioinformatics
This exercise should take about 5 minutes for responses, with an optional 10 for additional discussion as time permits.

To make me more confident in teaching experience in R and Statistical analysis.
 

A Brief Overview of the Carpentries


Image: Action figures in a workshop with Instructor, Co-Instructor, Helper, and Sticky Notes labeled https://carpentries.github.io/instructor-training/fig/Scene_1_blue_stickies_labeled.jpeg
 

Instructor Training Overview


 

What We Leave Out


 

What Questions Do You Have?


 
 
Keypoints:
 
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Building Skill With Practice


https://carpentries.github.io/instructor-training/02-practice-learning
Questions:
Objectives:
 

The Carpentries Pedagogical Model


 

Acquisition of Skill


 https://carpentries.github.io/instructor-training/fig/skill-level.svg Image: Three people, labeled from left to right as "Novice", "Competent Practitioner", and "Expert". Underneath, an arrow labelled "Experience level" points from left to right. The "Novice" is quoted, "I am not sure what questions to ask." The Competent Practitioner is quoted, "I am pretty confident, but I still look stuff up a lot!" The Expert is quoted "I have been doing this on a daily basis for years!"
 
 
 

Mental Models


"All models are wrong, but some are useful."
 
The power (and limitations) of analogies
 
-- -- Exercise: Analogy Brainstorm -- --
1) Think of an analogy to explore. Perhaps you have a favorite that relates to your area of professional interest, or a hobby. If you prefer to work with an example, consider this common analogy from education: “teaching is like gardening.”
2) Share your analogy with a partner or group. (If you have not yet done so, be sure to take a moment to introduce yourself, first!) What does your analogy convey about the topic? How is it useful? In what ways is it wrong?
 
This activity should take about 10 minutes.
 
Analogies at Work: “Software Carpentry”
 
 https://carpentries.github.io/instructor-training/fig/mental_models.svg Image: Three collections of six circles. The first collection is labelled "Novice" and has only two arrows connecting some of the circles. The second collection, labelled "Competent Practitioner" has six connecting arrows. The third collection, labelled "Expert", is densly connected, with eight connecting arrows.
 
Concept maps
A mental model that a young child might develop after placing a ball in water:
Image: Two words inside rectangles, with labeled arrows connecting them. "Ball" is at the left, with an arrow pointing to "Water", at right, labeled as "Pushes out." https://carpentries.github.io/instructor-training/fig/ballwater1a.svg
 
A more complex mental model the child might construct after playing with balls of different sizes:
Image: Four words inside rectangles, with labeled arrows connecting them. "Ball" is at the left, and "Water", at right. "Big Ball" and "Small Ball" are stacked vertically between them. Arrows from "Ball" are labeled "can be MORE" and can be "LESS", and arrows to "water" are labeled as "Pushes out MORE" and "Pushes out "LESS" https://carpentries.github.io/instructor-training/fig/ballwater2a.svg
 
 
-- -- Exercise: Mapping a Mental Model -- --
1) On a piece of paper, draw a simplified concept map of the same concept you discussed in the last activity, but this time without the analogy. What are 3-4 core concepts involved? How are those concepts related? (Note: if you would like to try out an online tool for this exercise, visit https://excalidraw.com .)
2) In the Etherpad, write some notes on this process. Was it difficult? Do you think it would be a useful exercise prior to teaching about your topic? What challenges might a novice face in creating a concept map of this kind?
This exercise should take about 5 minutes.
 Yes, It would be useful before startting the teaching.
 Students can find correlation with size of ball and removel amount of water.
 Novice may face challanges if they havn't prior knowledge about surface area of balls and removal of water.
 
 It is useful and does force you to think literally about how you interpret something versus how others might interpret it.
 A Novice could find it difficult to actually find essential parts that should be included in a concept map. 
 It could be challenging to break down complex ideas
 
 It's difficult to capture the essentials of the topics in a simple diagram, but it's a very useful exercise to analyze what should be explained and how well you understand the topic. A novice might not identify the essentials to put on the diagram and clutter the figure or add non essential elements.
 
 Yes, I would start with a mental map prior teaching. It is difficult to find concepts for non-expert and explain with novice therms.
 
 It can be difficult to link concepts for a new learner other than just the general idea.
 
Here's an attempt at some Kubernetes https://excalidraw.com/#json=0Q8ZNxCmBWw3I3YQQYYZS,Y5LnP-5ubUIUT0FCbD0RkA - it was very hard and I don't think it's a great match for what really happens. Might be helpful to show people if I was trying to explain it.


 With a mental models, we can explore the level of students to know how to start and which type of examples can we use 
Misconceptions
Our child might assume that ball weight and ball size can both be described by the mental model developed by playing with balls of different sizes. 
Image: A concept map similar to the previous one except with "Heavy Ball" and "Light Ball" in the middle, and a red "X" over the arrows labeled "Pushes out MORE" and "Pushes out LESS" https://carpentries.github.io/instructor-training/fig/ballwater3a.svg
 
It may take a while to adjust, but eventually new understanding will coalesce:
Image: A new concept map. "Ball" remains at left, and "Water", at right. "Size" and "Weight" are stacked vertically between them. Arrows from "Ball" share the label "Can have more or less." One arrow from "size to "water" is labeled "Affects pushing of" https://carpentries.github.io/instructor-training/fig/ballwater4a.svg
 
The process of forcing abstract knowledge into a visual format can often reveal connections you may not have been aware of, or illuminate gaps. This can be especially useful when preparing to convey aspects of your mental model to someone else!
 
Misconceptions:
 
-- -- Exercise: Anticipating Misconceptions -- --
Describe a misconception you have encountered as a teacher or as a learner.
This exercise should take about 5 minutes.
 
Using Formative Assessment to Identify Misconceptions
How can you prevent hidden misconceptions from interfering with learning? Seek them out with assessment!
 
Formative vs Summative assessment
 
 Submit a draft/outline/prospectus (e.g. prior to a final project)
 Interactive polls / QnA
quizzes that don't get formally/externally assessed 
tutorial exercises
 Coding along
 Questionairs
 Practicals during lessons, polls
 Asking a question of a group of learners.
 quizzes and feedback
 Questions to a group vs Actual Graded exercises
 have students solve exercises on their own
 Quizzes, practical application 
 Group polls followed by introgative questions on why the person voted for one side or the other
Feedback forms and some small quiz
interviews

Matching words with appropriate spaces in a phrase (fill the gap)

-- -- Exercise: Formative Assessments -- --
Any instructional tool that generates feedback that is used in a formative way can be described as “formative assessment.” Based on your previous educational experience (or even this training so far!) what types of formative assessments do you know about?
Write your answers in the Etherpad; or go around and have each person in the group name one.
This exercise should take about 5 minutes.


 
This exercise should take about 5 minutes.
 
-- -- Exercise: Identify the Misconceptions -- --
Choose one of the wrong answers to the question below and write in the Etherpad what the misconception is associated with that wrong answer.
Q: what is 27 + 15 ?
a) 42
b) 32 
c) 312 
d) 33 
This discussion should take about 5 minutes.
 
 b) forgot to carry the ten / summ the 2and1 and substracting 7and5
 c) thought that you just copy the digits from both order of magnitude additions / sum 2and1 and, separately, 7and5
 d) 27 + 1 + 5. miscon. about how to read (?) the expression. 15 as one number w/ 2 digits vs two numbers.
 d) carried the ten back to ones maybe?<- Guess so
 b) 5+7 = 12  and 2+1=3 , and then write only 3 and only 2 from 12
 b) forgot to carry the ten
 
c) Might be a guess and assumed that it is the answer when you multiply 27 with 15

 Formative assessments are most powerful when:
1) all learners are effectively assessed (not only the most vocal ones!) AND
2) an instructor responds promptly to the results of the assessment
 
-- -- Exercise: Handling Outcomes -- --
Formative assessments allow us as instructors to adapt our instruction to our audience. What options do we have if a majority of the class chooses:
Choose one of the above scenarios and compose a suggested response to it in the Etherpad.
 
This discussion should take about 5 minutes.
 1. explain the misconception underlying the wrong answer that most people chose, explain how to get to the right answer. 2. Congratulate/reward, then touch on wrong answers that some people chose and explain misconceptions (briefly) 3. Refresh the underlying conceptual idea, show working to get to right answer slowly, re-test with a new example?

1. work backwards from the common error, and attempt to unpick where it goes awry.


2 celebrate, then perhaps some personal attention for those with different ideas
3. survey the wrong answers, and see if there are themes.  Reiterate the work that got you to that point.


1. Explain the misconception
2. explain about dignostic power/excclude each options
3. It shouold be re-explained / repeat the leasson
1. try to figure out what misconception led to the wrong answer(s)
1. go over the part again and try to figure out where people got lost, explain in different words
2. proceed, but let people know they can come for questions after class or in an email
3. ask where problems occured and she if you can explain those in a different way
 1. Go over again the exercise and re-check the concepts, 2) celebrate and let who give the right answer to explain its process 3) speak about the different steps and mental models
1. I could figure out what the misconception is by talking with the the audience and try and explain it. I could reflect on that for when I teach this next.
2. 
1. Explain one or more misconceptions that lead to the wrong answer, then explain reasoning for the right answer
2. Acknowledge that it's right and point out or ask class to explain how they reasoned to it- should try to highlight different ways of reaching that conclusion
3. Carefully explain reasoning for the right answer. Point out briefly misconceptions about the others? demonstrate elimination of answers.
 
 2. - Proceed
 
 1. Recapitulate concepts. Try to understand what was the problem.
 2. Make sure the level of the contents is too low and audience is happy with the lesson.
 3. Quickly go through the most important concepts. If there are more than one instructor, create groups to level the audience. 
 2. Re-evaluate the assessment: maybe it was too easy?
 3. Understand what is the differential factor between students that got it right and the ones that got it wrong. Mabye there is a common trait that can make a difference? From their background, another class, personal experience, language?
 3. I would use a break-out discussion to first group people with the same/similar answers together for a within-group discussion, and then invite people in each group to take turns for a joint discussion. 
 1. Ask why they chose that and then use that answer to identify the misconception. 2. let someone with the right answer explain why they chose that, than ask if there is anyone who had a different reasoning, or if anyone does not understand the explenation. 3. ask different people what their train of tought was.
 3. ask for the reasons and encourage a discussion within participants
 
 1.  work backwards from common error
 2. help the few ones who got it wrong
 3. back to the basics, explain exercise again
3. Organize these misconceptions from simple to complex and explain the concept from the begining taking into account these misconceptions in order of complexity
3. Ask those who got it right to explain why they chose that answer. Then you explain why the wrong answer(s) could have been chosen to differentiate between the choices.
1. explain to the the partcipants and try to associate the questions with  a real life activity
2. give reassurance and process
3. inquire about the reasons why they gave their responses, and explain using consepts that are not generally understood by persons outside the outside a specific subject discipline. 

The Importance of Going Slowly
"If someone feels it is too slow, they will be a bit bored. If they feel it is too fast, they will never come back to programming." 
 
Meeting learners where they are
 
Keypoints:
 
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BREAK (15 min)


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Expertise and Instruction



Presentation: https://docs.google.com/presentation/d/1h71wBS3yYfmh4_qCsBn7A_LnjEP37kb7/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true



https://carpentries.github.io/instructor-training/04-expertise
 

Examining Your Expertise


You may not think of yourself as an "expert" but many advantages -- and pitfalls -- may apply to you.

What Makes an Expert?


 
-- -- Exercise: What Is An Expert? -- --
What is something that you are an expert in? How does your experience when you are acting as an expert differ from when you are not an expert? 

https://ideaboardz.com/for/What%20is%20an%20Expert%3F/3539232 
This discussion should take about 5 minutes.
 
Experts have more connections among pieces of knowledge.
 
Image: Three collections of six circles. The first collection is labelled "Novice" and has only two arrows connecting some of the circles. The second collection, labelled "Competent Practitioner" has six connecting arrows. The third collection, labelled "Expert", is densly connected, with eight connecting arrows. https://carpentries.github.io/instructor-training/fig/mental_models.svg
 

Expertise and Teaching


 
Mind The Gap
 
-- -- Exercise: Awareness Gaps -- --

 
This exercise should take about 5 minutes.
 
Switching Language
 
-- -- Exercise: What do you use interchangeably? -- --
In the etherpad, share an example of words or notation that you sometimes use to accomplish or refer to the same thing. If possible, try to think of an example that might occur in a Carpentries workshop.
 
Building awareness of how you can represent the same concept in multiple different ways will help you avoid doing so without explanation while teaching.
 
This exercise should take about 5 minutes.
 
What Problem?
Experts sometimes solve problems before even stopping to recognize that they have encountered one.
 
-- -- Exercise: Diagnosis -- --
What is an error message that you encounter frequently in your work? (These are often syntax errors.) Take a few minutes to plan out how you would explain that error message to your learners. Write the error and your explanation in the Etherpad.
 
This discussion should take about 5 minutes. (Optionally, this may be discussed in group breakouts, adding 5 minutes.)
 

“Just” and Other Dismissive Language


 
-- -- Exercise: Changing Your Language -- --
1) What other words or phrases, besides “just”, can have the same effect of dismissing the experience of finding a subject difficult or unclear?
2) Propose an alternate phrasing for one of the suggestions above.
Write your examples and alternatives in the Jamboard: https://jamboard.google.com/d/1S_LOC0wYN7cFbQs-yUhV_-JfVloxzEUto2r9VGO2dHQ/edit?usp=sharing 
 
This exercise should take about 5 minutes.
 
"Any Questions?"
 

You Are Not Your Learners


 
The Carpentries Is Not Computer Science
 

Expert Advantages


 

The Importance of Practice (Again)


 
 
Keypoints:
 
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Memory and Cognitive Load



Presentation: https://docs.google.com/presentation/d/1h71wBS3yYfmh4_qCsBn7A_LnjEP37kb7/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true


https://carpentries.github.io/instructor-training/05-memory
Questions:
Objectives:
 

Types of Memory


 
-- -- Exercise: Test Your Working Memory -- --
This website implements a short test of working memory. 
https://miku.github.io/activememory/ 
What was your score? If you are comfortable, share your answer in the Menti: 
https://www.menti.com/al9rkcg1oodr
code 1263 9984
 
If you are unable to use this activity, ask your Trainer to implement the analog or adapted version of this test.
This exercise should take about 5 minutes.
 
Most people will have found they only remember 5-7 words. Those who remember less may be experiencing distraction, fatigue, or (as we will learn shortly) “cognitive overload.” Those who remember more are almost invariably deploying a memory management strategy.
 

Strategies For Memory Management


 
Chunking
 
Image: A list of words: cat, apple, ball, tree, square, head, house, door, box, car, king, hammer, milk, fish, book, tape, arrow, flower, key, shoe. Underneath, the same words are organized into boxes with related terms e.g. cat fish milk ball and apple flower tree" https://carpentries.github.io/instructor-training/fig/chunking.svg
 
-- -- Exercise: Improving Short-term Memory with Chunking -- --
Repeat the memory exercise you did earlier, but this time, try to form short stories or phrases, or a visual image, from the words you see.
Write the number of words you remembered in the Etherpad. How does this compare with your first attempt?
https://ideaboardz.com/for/Memory%20Management/5297312 


This exercise should take about 5 minutes.
 

Using Formative Assessment to Support Memory Consolidation


 
Frequency of assessment
 
Group Work
 
Opportunities for Reflection
 
Limit Concepts
 

Attention is a Limited Resource: Cognitive Load


3 types:
 
Is Guided Practice "Hand Holding"?
 
-- -- Exercise: Mapping Cognitive Load -- --
Look in the curriculum that you chose to prepare for this workshop and focus on one step or task that learners will be asked to complete.
With a partner or in small groups, discuss what you have found. Are your learners at risk of cognitive overload at this point in your workshop? Why or why not?
This exercise should take about 15 minutes.
 
 

Attention Management in Your Workshop


 
Using Formative Assessments for Memory Management
There are many different types of exercises that can focus attention narrowly and help to avoid cognitive overload. Carefully targeted multiple choice questions can play this role. A few more that you may wish to consider are:
 
What to Display
 
 
Keypoints:
 
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Building Skill With Feedback



Presentation: https://docs.google.com/presentation/d/1h71wBS3yYfmh4_qCsBn7A_LnjEP37kb7/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true

https://carpentries.github.io/instructor-training/06-feedback
Questions:
    How can I get feedback from learners?
    How can I use this feedback to improve my teaching?
Objectives:
    Describe three feedback mechanisms used in Carpentries workshops.
    Give feedback to your instructors.
 
Surveys
For links to our surveys see: https://carpentries.github.io/instructor-training/06-feedback#surveys
 
The survey links above are only for you to preview the survey as part of Instructor Training. When you are teaching a workshop, make sure to share the links generated on your workshop website. Doing so will ensure that you will receive all the survey results from your workshop participants.
 
Image: Screenshot of a workshop website showing location of customized survey links https://carpentries.github.io/instructor-training/fig/surveyscreenshot3.svg
 
Timing matters
 

Minute Cards


Example positive prompts:
Example constructive prompts:
 
Be Explicit About Using Feedback
 

One-Up, One-Down


 
-- -- Exercise: Give Us Feedback -- --
Use the Menti: https://www.menti.com/alt76f628k4v
Write one thing you learned this morning , and one question you have about the material on the other. 
The feedback will be anonymous

Key Points
 
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LUNCH (1 hour)


 
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Motivation and Demotivation


https://carpentries.github.io/instructor-training/08-motivation
Questions:
Objectives:
 

Motivation Matters


 

How Can Content Influence Motivation?


 
Image: A stylized graph with y-axis labeled "usefulness once mastered" and and x-axis labeled "mean time to master". The upper left quadrant says "teach this first" and the lower right quadrant says "do not bother". https://carpentries.github.io/instructor-training/fig/what-to-teach.png
 
-- -- Exercise: Authentic Tasks: Think, Pair, Share -- --
....
1) Think about some task you did this week that uses one or more of the skills we teach, (e.g. wrote a function, bulk downloaded data, built a plot in R, forked a repo) and explain how you would use it (or a simplified version of it) as an exercise or example in class. 
Using R to statastical data analysis
Making pretty graphs for publication / thesis - useful task for teaching?  Possibly not, but general common graphing techniques will be for a software carpentry in R, Pyhton, MATLAB.
using data.table R library to manipulate data/ general data analysis
Don't bother teaching object oriented programming in R.
Data wrangling in python
Making a bubble plot for publication
Creating a HTML article on data viz for teaching purposes
Creating a list of combinations of two parameters and several file names with a command, so that the combinations can be processed in bulk (and in parallel)
2) Pair up with your neighbor and decide where this exercise fits on a graph of “short/long time to master” and “low/high usefulness”. 

3) In the class Etherpad, share the task and where it fits on the graph. As a group, we will discuss how these relate back to our “teach most immediately useful first” approach.
 
This exercise should take about 10 minutes.
 Collected some field work data on chlorophyll concentrations in water. Task required me to convert this field data to something useful to work on later. Easy skill to build and very useful.
 worth it if you are going to be doing anything requiring high performance/ speeding up working with larger data. If you are working with small-scale data you are probably okay sticking to tidyverse
 Publication worthy plotting probably too niche to be 'teach immediately' - but plotting basics necessary, and worthy of early teaching.
 
 long time to master, highly useful
 - configured a github repository with a dependancy management tool. required me to learn several different  things, but will be rewarding in the long term
 
 - trying to make sense of someone elses data inlcuding cleaning the data and eventually plotting a meaningful graph (would fit into pretty easy from the coding side and useful)
 
 I spent a lot of time to make a bubble plot but once it's done and I have the code it will be easily to do it again and after getting over multiple errors, so now I can teach how to do this graph 

How Can You Affect Motivation?


 
-- -- Exercise: Brainstorming Motivational Impacts -- --
Think back to courses you have taken in the past and consider things that an instructor has said or done that you found either motivating or demotivating. Try to think of one example in each case, and share your example under the appropriate heading in the Etherpad.
This exercise should take about 5 minutes.
 
 Motivating experiences


 Demotivating experiences
-  Recently when collecting a diploma the person told me that my effort was not as huge as I was exposing it

My line manager has a tendency to criticise me in front of other colleagues and although it is constructive criticism, it can be embarrassing.

Invite Participation
 
Encourage a Growth Mindset
-- -- Exercise: Helping Learners Learn From Mistakes -- --
A learner at your workshop asks for your help with an exercise and shows you their attempt at solving it. You see they’ve made an error that shows they misunderstand something fundamental about the lesson (for example, in the shell lesson, they forgot to put a space between ls and the name of the directory they are looking at). What would you say to the learner?
In the Etherpad, describe the error your learner has made and how you would respond.
This exercise should take about 5 minutes.
 
 
-- -- Exercise: Choosing our Praises -- --
Since we are so used to being praised for our performance, it can be challenging to change the way we praise our learners. Which of these examples of praise do you think are based on performance, effort, or improvement?
This exercise should take about 5 minutes.
 
 
 

First, Do No Harm!


 
Things not to do in a workshop:
 
 
Not Just Learners
 
 
 
-- -- Exercise: Why Do You Teach? -- --
We all have a different motivation for teaching, and that is a really good thing! The Carpentries wants instructors with diverse backgrounds because you each bring something unique to our community.
 
What motivates you to teach? Write a short explanation of what motivates you to teach. Save this as part of your teaching philosophy for future reference.
 
This exercise should take about 5 minutes.
 
 
As a librarian, I love providing support to clients and to teach them to use some of the tools we offer. The lightbulb moment Samantha just referred to is what I find very gratifying.


Keypoints:
 
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Equity, Inclusion, and Accessibility


https://carpentries.github.io/instructor-training/09-eia
Questions:
Objectives:
 

A Positive Environment for All


 
Definitions
 
The Carpentries Core Values
 
-- -- Exercise: Discuss The Carpentries Core Values -- --
This exercise should take about 5 minutes.
Empower One Another: students may came from different background so they may have different visions so they can learn from each others 
 Always Learning: I try to live my life according to this principle, but it's also difficult in the teaching context to keep improving
 Value all contributions: learning something from the learners. open to learning from their expertise, but also learning something about teaching or the lesson from an interaction.
 Act Openly: i think being up-front and genuine with people is essential, so you can connect. Most people have an in-build 'bull- meter' +1
 
 Empower One Another: have students learn together and support each other

Inclusive for All - I live in an incredibly diverse country whith a massive gap between the 'haves' and 'have nots' and this resonates in the type of technical experience our clients have with basic computer skills. 



Accessibility
 
-- -- Exercise: What Happens When Accessibility is an Issue? -- --
Think of a time when you have been affected by, or noticed someone else being affected by barriers to accessibility. This may have been at a conference you attended where the elevator was out of service, or maybe a class you were taking relied on audio delivery of content. Describe what happened, how it impacted your (or someone else’s) ability to be involved and what could have been done to provide better accessibility in this case.
This exercise should take about 5 minutes.
 
From Accomodation to Universal Design
 
Image: Cartoon showing strollers, suitcases, bicycles, carts, and wheelchairs using curb cuts https://carpentries.github.io/instructor-training/fig/sketchplanations-the-curb-cut-effect.png
 
Universal Design in Learning (UDL)
The key to UDL is creating redundancies such that learners have multiple options in how they:
1) receive
2) engage, and
3) share information.
 
-- -- Exercise: Activity: Applying Universal Design in Your Teaching -- --
Consider some of the teaching tools and strategies we have discussed so far in this workshop, or others you have observed in your experience. How do these meet UDL goals of providing multiple options for learners?
Consider multiple ways for learners to:
This exercise should take about 10 minutes.
 
 
Every Little Bit Counts
 
Accessibility Testing
 

Systemic Exclusion


 
Stereotypes
 
When Instructors have stereotypes about learners
When learners experience stereotypes about themselves
 
What can we do about our own stereotypes?
 
Better Together: Learning with Friends
 

Equity versus Equality


 

Inclusive Practices in a Carpentries Workshop


 
Setting Expectations with the Code of Conduct
 
Listening with Assessment and Feedback
 
Examining your Actions
 

Looking for More? Want to Contribute?


The Carpentries is actively working on improving our content and practices with respect to equity, inclusion, and accessibility. If you are interested in being involved in the development of this content, please let us know! Contributions to this page may be made on GitHub (click the “improve this page” link at the top), though our #accessibility channel on The Carpentries Slack, or by emailing team@carpentries.org.
 
Keypoints:
 
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BREAK (15 min)


 
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Teaching is a Skill



Presentation: https://docs.google.com/presentation/d/1h71wBS3yYfmh4_qCsBn7A_LnjEP37kb7/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true

https://carpentries.github.io/instructor-training/11-practice-teaching
Questions:
Objectives:
 

Lesson Study: Applying a Growth Mindset to Teaching


Jugyokenkyu or "lesson study": the power of classroom observation
 
Reading It Is Not Enough
 
Feedback Is Hard
 
Image: A three panel comic. In the first panel, a smiling figure is surrounded by speech bubbles with mostly positive feedback. In the second panel, the figure is eating dinner. All of the previous speech bubbles appear faded out, except the one negative bubble. The third panel shows the figure in bed, with an unhappy face, with the one piece of negative feedback lingering after all others have faded. https://carpentries.github.io/instructor-training/fig/deathbulge-jerk.jpg
 
Lunar Babboon comic: https://web.archive.org/web/20210513225525/http://www.lunarbaboon.com/comics/feedback.html
 
-- -- Exercise: Giving Feedback -- --
We will start by observing some examples of teaching and providing some feedback.
 
Watch this example teaching video as a group and then give feedback on it. https://www.youtube.com/watch?v=-ApVt04rB4U Put your feedback in the Etherpad. Organize your feedback along two axes: positive vs. opportunities for growth (sometimes called “negative”) and content (what was said) vs. presentation (how it was said).
 
Note: there is a version of this video with subtitles in both Spanish and English here: https://www.youtube.com/watch?v=jxgMVwQamO0

Add your feedback: https://ideaboardz.com/for/Feedback/5297343 
 
This exercise should take about 10 minutes.
Positive
- Content
 
- Presentation
 
Growth opportunities
- Content
 
- Presentation
 
 
-- -- Exercise: Sharing Feedback -- --
The prep time for this exercise is intentionally short – the point is to practice giving and receiving feedback, not to create a perfect presentation. Imperfect presentations will give you more to work with!
Distributed trainings:

This exercise should take about 25 minutes.
 
 
-- -- Exercise: Using Feedback -- --
Look back at the feedback you received on your teaching. How do you feel about this feedback? Is it fair and reasonable? Do you agree with it?
 
Identify at least one specific change you will make to your teaching based on this feedback. Describe your change in the Etherpad.
 
This exercise should take about 5 minutes.
 
 
Keypoints:
 
-------------------------------------------------------
 

Wrap-Up and Homework for Tomorrow



Presentation: https://docs.google.com/presentation/d/1h71wBS3yYfmh4_qCsBn7A_LnjEP37kb7/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true

https://carpentries.github.io/instructor-training/12-homework

Questions:
Objectives:
 
-- -- Exercise: Feedback -- --
The Trainer(s) will ask for feedback on the day in some form:  https://www.menti.com/alqd1kzffqtd
 
This exercise should take 5 minutes.
 
-- -- Exercise: Reflection Exercise -- --
Before we wrap up for the day, take 5 minutes to think over everything we have covered so far. On a piece of paper, write down something that captures what you want to remember about the day. The Trainers will not look at this - it is just for you.
 
If you do not know where to start, consider the following list for a starting point:
 
 
This exercise should take about 10 minutes.
 
Keypoints:

Day 1 Feedback


Please complete this short Menti: https://www.menti.com/alqd1kzffqtd
 
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END DAY 1 


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

Welcome Back



Sign in: Name (Pronouns), Institution, Email & Socials (optional)


Please sign in so we can record your attendance, add an emoji to represent how you feel this morning.
https://carpentries.github.io/instructor-training/13-second-welcome
Questions:
Objectives:
 
-- -- Exercise: Questions -- --
Yesterday we asked you to read some resources about the logistics of teaching and running Carpentries workshops. Please add your questions about logistics and preparation to the Etherpad. We will answer these questions in the Etherpad during your work time and will return to this list later today.
 
 Not clear to me, if it's possible and how it would work to modify or teach a different workshop
 
 Is there a form of words people should use to describe an "unofficial" workshop? Is it preferred not to mention The Carpentries at all?
 
 I'd suggest considering trusting the material and the approach - a lot of time and expertise has gone into crafting them. If you think things should change, then consider contributing to the source materials. This can be slow and you might not get it to be your way exactly, but achieves good results.
 
 Regarding the regional coordinators, I am in Tunisia (Africa) so my regional coordinator is Angelique Trusler from South Africa ? And could please explain more the role of the regional coordinators: Yes. Monthly meetings are every last Thursday a month. As regional coordinator I would recommend to talk to Angelique and to share your plans you have in mind for Tunesia.
 
 is it still ok to create an own workshop with custom material, not call it a Carpentries workshop, but "promote" it as being taught by a Carpentries licensed trainer?

This activity should take about 5 minutes.
 
Keypoints:
 
-------------------------------------------------------

Checkout Process


https://carpentries.github.io/instructor-training/14-checkout
Questions:
Objectives:
 
 

Instructor Checkout


 
-- -- Exercise: Be The Expert: Checkout Q & A -- --
In small groups, read and discuss one of the three checkout procedures described on this page: https://carpentries.github.io/instructor-training/checkout Make notes in the Etherpad:
This exercise should take about 10 minutes.
 
 
 How to find the workshop/proposal to get involved in that?
 Editing/contribution in lesson development might helpful to remember.
 Demonstration will provide a good start as a trainer.
 - how to log in to AMY? https://amy.carpentries.org/
 
 * If I want to be a helper or instrctor at a workshop, how do I find one?
 
 - do you still have helpers in online Carpentries Workshops? Yes.
 How long would it take to create a new course part of a curriculum?
 
 - in the demonstration session, can two attendees present the same episode?
 
Programming with MATLAB This lesson is currently unmaintained and cannot be used for teaching demonstrations. :'( 
 
-- -- Exercise: Schedule a Discussion or Demo -- --
Visit the discussion Etherpad to sign up for a session: https://pad.carpentries.org/community-sessions-2024 If the session you would like to attend is full, contact the discussion host and co-host to ask if you can attend.
If you would prefer to do your teaching demonstration before your discussion, visit the demo Etherpad and sign up there: https://pad.carpentries.org/teaching-demos This demo rubric is provided as a guide for Trainers evaluating potential new Instructors during the teaching demonstration.
https://pad.carpentries.org/welcome-sessions-2024
This exercise should take 5 minutes.
 
 What does a badge mean?
 - teaching
 - voting
 - bonus modules
 - sharing
 
 
Keypoints:
 
 
Example Teaching Demonstrations Acted Out by Trainers   - https://www.youtube.com/watch?v=3NCpPk8jvQo  
-------------------------------------------------------

 


The Carpentries: How We Operate


https://carpentries.github.io/instructor-training/15-carpentries
 Questions:
Objectives:
 

A Brief History


 Global & Local Carpentries communities
 
Image: A very brief history of The Carpentries. A timeline. https://carpentries.github.io/instructor-training/fig/SWCDChistory.png
 
 

Similarities and Differences between The Carpentries Lesson Programs


 
Similarities between Data Carpentry, Library Carpentry, and Software Carpentry workshops include:
 
Image: Three intersecting circles labelled Software Carpentry, Data Carpentry, and Library Carpentry.  https://carpentries.github.io/instructor-training/fig/carpentries-venn-diagram_20200904.svg
 
 

What is a Carpentries Workshop? The Rules.


 
Using the Names and Logos
https://carpentries.org/workshops/#workshop-core
 
Recruiting helpers: https://docs.carpentries.org/topic_folders/hosts_instructors/hosts_instructors_checklist.html#helper-checklist
 
Materials
https://carpentries.github.io/instructor-training/LICENSE.html
 
Reporting a ‘Mix and Match’ Workshop
https://amy.carpentries.org/forms/workshop/
 
Instructor Certification is Comprehensive
 
Carpentries Jargon Review
-- -- Exercise: Test yourself! -- --
As a class or in groups, see how many of the following terms you can define.
a group of episodes that make material for a specific teaching
specific material to reach objective within the carpentries materials+1
Part of an episode
- entire carpentries event 
entire event
- a collection of episodes
- An organized event including several lessons on a specific topic
Carpentries event where one Lesson or more is taught?
A carpentry course

Comprises a two full day or four half-day training of a specific carpentry, or a blend of different lessons.
-Trains the learner
- person leading the workshop
- person who give the lesson+1
- certified Carpentries trainer who leads and organizes workshop(x2)
- Someone providing or helping with the organiation of a workshop/carpentry course
- carpentry qualified person giving the workshop

-trains the instructor
- A carpentries member who trains prospective instructors <- this
This should take about 5 minutes.
 
 

How to Organise a Carpentries Workshop Locally


https://carpentries.org/workshops/#workshop-organising
 
The Carpentries Handbook: https://docs.carpentries.org/ includes:
 
Callout: Teaching Opportunities: Local and Global
Instructors mailing list: https://carpentries.topicbox.com/groups/instructors
 
 
-- -- Exercise: Explain to a partner -- --
With a partner, take turns asking and answering the question: “I want to organize a workshop! What will I need to do?” One partner should ask about a self-organised workshop, and the other can ask about a centrally-organised workshop. If you have a third person, they can help out with follow-up questions or answers as needed.
 
When you encounter new questions during this process, be sure to write them in the Etherpad.

Cost implications for local vs central.
Request for central, inform for self organised.
If I get called to contribute to a centrally-organize workshop in my region, does some of the fees paid by the organizers go to my time/travel costs?
Travel expenses were noted on the website... 
Cost is a great factor to go for the centrally-organize workshop
Leave about 10 minutes for this discussion.
 
 
 

Setting Out On Your Own… Together: Lesson Incubation


 https://github.com/carpentries-incubator/proposals/
 

A Culture of Contribution


 
-- -- Exercise: Community Roles -- --
Select one role from the list below that interests you. Using the the descriptions on The Carpentries community website (https://carpentries.org/community/), write 1) a short definition of the role and 2) a question that you have (or that you imagine someone else might have) about the role. Are there roles you would like to see that are not listed? Note that, too!


This exercise should take about 5 minutes.
  
 
Keeping In Touch
 
Want to listen?
Want to interact (or listen with options to engage)?
Want to join meetings (to meet new people or listen in)?
 
-- -- Exercise: Get Connected -- --
Take a couple of minutes to sign up for The Carpentries channels you want to stay involved with on this page: https://carpentries.org/connect/ When you are done, share a channel you find interesting or useful on the Etherpad.
This exercise should take about 5 minutes.
 
 
Keypoints:
 
 
-------------------------------------------------------
 

BREAK (15 min)


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

Live Coding is a Skill


https://docs.google.com/presentation/d/1rl-YVzdcQNuCnAH3hz04e6f10Lht4XBB/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true
https://carpentries.github.io/instructor-training/17-live
Questions:
Objectives:
 

Why Participatory Live Coding?


 
Exercise: Up and Down
List some advantages and challenges of participatory live coding from both a learner’s and an instructor’s point of view in the Etherpad.
 
This discussion should take about 5 minutes.
 
 
-- -- Exercise: Compare and Contrast -- --
Watch this first participatory live coding demo video: https://youtu.be/bXxBeNkKmJE and this second demo video: https://youtu.be/SkPmwe_WjeY as a group and then summarize your feedback on both in the Etherpad. Use the 2x2 rubric for feedback we discussed earlier.
 
In the videos, the bash shell for loop is taught, and it is assumed learners are familiar with how to use a variable, the head command and the content of the basilisk.dat unicorn.dat files.
 
Note: Sometime sounds in the room can be poor. Turning on closed captioning by pressing the cc button will improve the accessibility of these videos.
 
This exercise and discussion should take about 15 minutes.
 Content
 
Delivery
 Video 1: https://ideaboardz.com/for/2x2%20Rubric/5298735m
 Video 2: https://ideaboardz.com/for/2x2%20Feedback%20Rubric/5298737
 
 
Top Ten Tips for Participatory Live Coding in a Workshop
 
1) Stand up and move around the room if possible. This makes the experience more interactive and less monotonous. Use a microphone if one is available to make it easier for people with hearing difficulties to hear you.
2) Go slowly.
3) Mirror your learner’s environment. 
4) Use your screen wisely. 
5) Use illustrations 
6) Turn off notifications 
7)Stick to the lesson material. 
8) Leave no learner behind.
9) Embrace mistakes. 
10) Have fun! 
 
 
-- -- Exercise: Practice Teaching -- --
- show what happens if you make a mistake
- introduce the shown gui
- Examples of different use cases presented
- Not go so much into details


-run an issue and show how to solve it
- talking while typing+1
- ask if everyone can see the screen
- connect to previous episode
- No distractions on the screen, only the live coding open
- Probably speaking fast, but the way to present is clear and understadable
- Showed possible errors
- good to slow down to type out the URL :) Rstudio is a busy interface, makes it easier to follow you
- excellent example of dealing cooly with an unanticipated error
- talk through traceback/errors as you fix them (use them as a visual aid)
- stop saying various steps are ‘easy’ in case learners are struggling and get frustrated
-Delivery clear and well explained
keep windows side by side instead of switching between them

This exercise should take about 25 minutes.
 
 
Keypoints:
 


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

Preparing to Teach


https://docs.google.com/presentation/d/1rl-YVzdcQNuCnAH3hz04e6f10Lht4XBB/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true
https://carpentries.github.io/instructor-training/18-preparation
Questions:
Objectives:
 

Building Teaching Skill


Over-preparing on technical content can be tempting. Don't forget to prepare to teach!
 
A note on cutting: This episode is a common place for Trainers to plan cuts while preparing to teach. That’s not because this is not important – this page is a valuable resource – but we feel this is one of the sections that trainees can use effectively as a resource when actually preparing for a workshop, even without spending a lot of time doing activities on this material during their Instructor Training event.
 

Anticipate Your Audience


 
Image: A tree diagram of Carpentries instruction and audience in which Instructor Trainers teach Instructors and Instructors teach Learners https://carpentries.github.io/instructor-training/fig/instructor-training-program.png
 
-- -- Exercise: Imagine a Learner -- --
Take a moment to silently imagine a learner who might attend your workshop. What is their background? What problem do they face? What will they gain from attending your workshop?
This exercise should take about 2 minutes.
 
 
You will never know everything about the whole people who come into your classroom. 
Thinking deeply about learners as people can help you prepare to bring your best self and provide an inclusive environment for everyone.
 
Remember Your Pre-Workshop Surveys
 
Examine Learning Objectives
 
-- -- Exercise: Evaluate Learning Objectives -- --
Select one learning objective from the episode you’ve used for teaching practice. Copy it into the etherpad then add numbers below your objective to address the following:
This exercise should take about 10 minutes.
 
Beware the Urge to Complicate
 Blooms taxonomy: https://www.celt.iastate.edu/instructional-strategies/effective-teaching-practices/revised-blooms-taxonomy/
 

Prepare to Use Formative Assessments


Metacognition: learner awareness of their own process and progress can support continued effort beyond the workshop
 
-- -- Exercise: Where are your Checkpoints? -- --
Have a look at your learning objective again and identify where in the lesson that objective should reasonably be achieved.
This exercise should take about 5 minutes.
 
 
-- -- Exercise: Assessment is for Everyone -- --
How might you apply formative assessment to:
a) verify that that achievement has been met by all and
b) make learners aware of their accomplishment?
Keep in mind that formative assessment can take many forms, including multiple choice questions, other exercises, spontaneous questions and calls for sticky notes. Write some notes or thoughts about this process in the Etherpad for discussion.
This exercise and discussion should take about 10 minutes.
 
How Frequent?
 

Prepare to Cut


 

Review the Instructor Notes


 

Review Prior Feedback


 

Connect With Your Team


 
-- -- Exercise: Minute Cards Revisited -- --
Follow your Trainers' instructions to share feedback your event.
 
Keypoints:

Feedback: One Up, One Down


Please provide feedback on this morning's session using the Menti: https://www.menti.com/alhu4awtj3jz

Guidance on AMY can be found here: https://docs.carpentries.org/topic_folders/for_instructors/current_instructors.html#accessing-and-updating-your-instructor-profile

If you have difficulty logging in to AMY, please: 
1. Verify that you have completed the Instructor Training application form, and that you have included a GitHub username in your application. Both the form and the GitHub username are necessary for us to create a profile that you can login to use. 
2. Email instructor.training@carpentries.org. In this email, let us know when you have completed the application, and share your GitHub username if you did not previously include it. You may also share your selection for the Get Involved step so that a member of our Core Team can enter it for you.
Training application form: https://amy.carpentries.org/forms/request_training/

The aim of this training is not to go into the specifics of workshop instruction, but the Carpentries have provided some guidance on delivering online workshops: https://docs.carpentries.org/topic_folders/hosts_instructors/index.html#

 
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LUNCH (1h)  


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

More Practice Live Coding


https://carpentries.github.io/instructor-training/20-performance
Questions:
Objectives:
 
-- -- Exercise: Round Two -- --
https://carpentries.github.io/instructor-training/demos_rubric.html  . (Note: demos are not scored, so this rubric is for advisory purposes only.) What questions do you have?

This exercise should take about 10 minutes for rubric discussion, 25 minutes for teaching, and 10 minutes for de-brief.
 
 
Keypoints:
-------------------------------------------------------

Working With Your Team


https://carpentries.github.io/instructor-training/21-management
Questions:
Objectives:
 

Never Teach Alone


 

The Instructional Team


 
Hosting
https://docs.carpentries.org/topic_folders/hosts_instructors/hosts_instructors_checklist.html#host-checklist
 
Helpers
https://docs.carpentries.org/topic_folders/hosts_instructors/hosts_instructors_checklist.html#helper-checklist
 
Carpentries Classroom Practices
 
 
Co-Teaching Models
 
 

Sticky Situations 1: Learners at Many Levels


 
-- -- Exercise: What Are the Challenges? -- --
What are some of the challenges you might expect when teaching learners with a broad range of expertise? Add your thoughts in the Etherpad.


 
This discussion should take about 5 minutes.
 
 
 

Sticky Situations 2: Code of Conduct Violations


A critical function of the Code of Conduct is to ensure that our community does not tolerate or encourage the persistence of harmful behaviors. In order for the code to work well, incidents must be reported. Note that it is not the responsibility of the reporter to determine whether a Code of Conduct violation has occurred; when in doubt, it is best to report an incident and allow the Code of Conduct Committee to make that determination.
 
-- -- Exercise: Know Your Resources -- --
1) Take 5 minutes to read through the Code of Conduct Incident Response Guidelines: https://docs.carpentries.org/topic_folders/policies/incident-response.html 
 
2) Discuss what you have read in small groups. As questions arise, you may wish to refer to our complete Code of Conduct section in The Carpentries Handbook: https://docs.carpentries.org/topic_folders/policies/index_coc.html or to the Transparency Reports released by The Carpentries Code of Conduct Committee: https://github.com/carpentries/executive-council-info/tree/master/code-of-conduct-transparency-reports
 
 
3) Write some notes in the Etherpad.
 - do not let the reported person apologize, as then they have to be introduced and the reported person will know who reported them (not anonymous)
 
 
This discussion should take about 10 minutes.
 
Know your Local Laws and Policies

 
 

Planning Together


 
-- -- Exercise: Teaching Together - Nuts and Bolts -- --
With a partner, imagine that you are planning a workshop together. For this exercise, you may assume that your workshop has a separate, designated Host.




Record some notes, and share your thoughts with the group. This exercise should take about 10 minutes.
 
Setting up a Workshop Website
 
-- -- Exercise: Practice With The Carpentries Infrastructure -- --
For this activity, your Trainer will put you in groups, but you may choose whether to work together or independently. If you work independently, you can still use your group as a resource to ask questions as they emerge.
Go to the workshop template repository: https://github.com/carpentries/workshop-template
 
This exercise should take about 15 minutes.
 
Note: Sometimes web browsers will cache the workshop webpage, so when you make changes in GitHub, they do not show up on the workshop webpage immediately. Two ways to avoid this are to use a “private” or “incognito” mode in your web browser or by following these instructions to bypass your browser cache: https://en.wikipedia.org/wiki/Wikipedia:Bypass_your_cache 
 
Setting up an Etherpad
 
 
 
 
 
Keypoints:
 
 
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BREAK (15 min)


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

Launches and Landings


https://docs.google.com/presentation/d/1rl-YVzdcQNuCnAH3hz04e6f10Lht4XBB/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true
https://carpentries.github.io/instructor-training/23-introductions
Questions:
Objectives:
 

Launching your Workshop: The Introduction


 
"primacy effect":  a tendency to remember things presented at the beginning of a list or event
 
-- -- Exercise: What is in an Introduction? -- --
Get into small groups (3-4 people) and discuss the questions below. Take notes on your answers in the Etherpad.

Introduce instructors / helpers.
Brief information about usefulness and goals of the workshop with correct scheduling/time-bound
Participants introduce themselves in one minute / using emojis
Set expections of what people will learn.
Talk about the teaching / learning method - livecoding.
Explain the code-along structure
Show schedule (when breaks are). An overview of the time table - emphasising breaks (with coffee) and lunch.
Ask beforehand if people need to leave early, or have something they need to do during the session.
Ask about prior experience / learner expectations. Ask learners to introduce themselves.
Draw attenion to code of conduct.
Say how / when people can ask question - any time.
Introduce sticky notes.
Explain fire procedure - where toilets / water can be got.in the event of a fire - please leave!  Fire exits are here, here and here.
If online:
* Is your Zoom / Teams / whatever working? Yes!
* Explain how you'd like people to interact e.g. text chat, reactions...
personal introduction, outline schedule, location of bathrooms etc
learning objectives
reiterate that the objectives can be reached by novices- explain that you will be live coding and they will code along 
tell them about sticky note system, helpers will be walking around to address problems, make sure they call out if they are stuck / having technical issues

mention the code of conduct

Explain Why should the learners care about the lessons? e.g. if i'm coming to learn python, why do I care about Git?


After 5 minutes, come together, and combine ideas as a large group.
Finally, compare your ideas with the list of topics below. Did you miss anything? Did you come up with something that is not listed below?
 
Learning Objectives For your Introduction
 
After the introduction learners should:
The instructional team should:
 
Setting the Stage
 
Teaching Your Trajectory: Workshop 101
 
 
-- -- Exercise: Practice Your Introduction -- --
Imagine you have completed instructor training and you are about to teach a full lesson around the material you have been practicing teaching today.
This exercise will take about 15 minutes.
 
 

The Art of a Smooth Landing


 
-- -- Exercise: Brainstorm: Making the Last Moments Count -- --
You have made it to the end of your workshop! Everyone is exhausted and their brains are full. You could cover more content… or you could use the last few minutes in another way.
 
In the Etherpad, write down one thing you could do at the end of a workshop. What is the value of spending time on that thing? If you have time after writing down your idea, read through the others in the etherpad. If you have another idea that has not been written down yet, add it to the list.
 
This exercise will take about 5 minutes.
 
 
 
Keypoints:
 
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Putting It Together


https://docs.google.com/presentation/d/1rl-YVzdcQNuCnAH3hz04e6f10Lht4XBB/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true
https://carpentries.github.io/instructor-training/24-practices
Questions:
Objectives:
 
-- -- Exercise: Picking up the Pieces -- --
Based on the content we’ve discussed throughout this workshop, add at least one item to each category below:
This exercise can be done as a class and should take about 5 minutes.
 
 
 
-- -- Exercise: Organize Your Knowledge -- --
Use a concept map or other visual organiser of your choice to connect some of the concepts above. You don’t have to use them all! How are the terms you have chosen to include related to each other?
Work on this on your own. There is no “right answer” – this is about you building up a mental model, moving from “novice” to “competent practitioner”.
If you feel you have finished organizing your thoughts, try the next exercise.

Excalidraw: https://excalidraw.com/

Here is a non-exhaustive list of topics:

This exercise should take about 5 minutes.
 
 
-- -- Exercise: Parting Thoughts (optional) -- --
If you did not think about these issues when organizing your topics in the previous exercise, now consider:
 
Keypoints:
 
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Wrapping Up


https://docs.google.com/presentation/d/1rl-YVzdcQNuCnAH3hz04e6f10Lht4XBB/edit?usp=sharing&ouid=117919746731153991684&rtpof=true&sd=true
https://carpentries.github.io/instructor-training/25-wrap-up
Questions:
Objectives:
 
-- -- Exercise: One Up, One Down -- --
Provide one up, one down feedback on the entire Instructor Training course. Remember:
This exercise should take about 10 minutes.
 
 
-- -- Exercise: Minute Cards (optional alternative) -- --
Please use your minute cards (sticky notes or virtual) to give your Trainers anonymous feedback directly.
This exercise should take 5 minutes.
 
 
-- -- Exercise: Post Workshop Surveys -- --
Assessment is very important to us! Please take the remaining time to complete this ~5 minute post-workshop survey.
 
  https://carpentries.typeform.com/to/cjJ9UP#slug=Course ID: 2024-06-04-ttt-online-CEST

Thank You!


 
 
Keypoints:
 
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Before You Leave


 
Please fill out the post-training survey at  https://carpentries.typeform.com/to/cjJ9UP#slug=Course ID: 2024-06-04-ttt-online-CEST 
 
 
Lesson content on this page released under a creative commons attribution license. Lesson Content © 2018-2022 The Carpentries .