Instructor Notes
11/28 Schedule: - 9:15: Troubleshooting reticulate - 9:35: Feedback on flyers - 10: Physical Act of Teaching - 10:45: Break - 11:15: Live Coding
11/27 Schedule: - 9:15: Last week review - 9:30: Feedback on flyers - 9:50: Lesson Design Intro - 10: Group Work #1 - 10:20: Introductions & Tech Setup - 10:50: Break - 11:10: Lesson Content - 11:40 Group Work - 12:15 Equity Inclusion Accessibility
11/25 Qs from Menti: - What is the use of pedagogical model is it to understand our audience or ..!? - how do you handle and approach a person who is in the middle slightly a novice and slightly a competent practitioner?
11/24 Schedule: - Settle down, introduction (myself & Punam) - Introductions for everyone else: Name, org, language, favorite package - Does everyone have a laptop? - Pre-course survey - Go through logistics. - Who here has taught something before? What did you learn? Break around 11 - What makes a good teacher - Growth mindset
What Makes a Good Teacher?
Instructor Note
Give students five minutes to think and write, then spend ten minutes going over answers. Make a note of what experiences were shared vs which ones were unique.
A Growth Mindset for Learners and Instructors
Instructor Note
Take a moment here with your co-instructor, where each of you asks for, and receives, ASK feedback.
Identifying Your Target Audience
Lesson Design Notes Document
At this point, it may be helpful to share [the template for a Lesson Design Notes document][design-notes-template] with trainees. They can make a copy of this document and fill in the lesson title now, then populate the document with the notes and information they produce throughout the training.
Skill Levels, Mental Models, and Misconceptions
Instructor Note
People often request to see more examples of concept maps. These are some examples linked from a previous version of the curriculum:
- Array Math
- Conditionals
- Creating and Destroying Files
- Sets and Dictionaries in Python
- Input and Output
- Lists and Loops
- Git Version Control
Most of these are much larger than our recommended limit for the activity. It can be helpful to make a larger map and then narrow down to a smaller one.
Lesson Design
Trainer Note
Where multiple trainees are working on the same lesson project, ask for a volunteer or call on someone to represent their team, leaving space afterwards for their team-mates to speak up if their answers differ.
The main objectives of this discussion are:
- to ensure that the members of each collaborative team share a common vision for the lesson they want to create
- to help Trainers and collaborators understand each trainee’s motivation for attending the training and building their lesson
Defining Lesson Objectives/Outcomes
Markdown Table Template for Exercise
You may find this template of a Markdown table useful to share with your trainees before they complete the next exercise.
MARKDOWN
| Objective | Action verb? | Specific | Measurable | Attainable |
|-----------|--------------|----------|------------|------------|
| 1 | | | | |
| 2 | | | | |
| 3 | | | | |Note: if you are using the [template CodiMD for notes][codimd-notes-template], you will find this template table for the exercise included there.
If you are using Etherpad for collaborative notes in your training, you can use the template table for Etherpad instead.
Designing Assessments
Crafting Lesson Content
Equity, Inclusion, and Accessibility
Instructor Note
In your discussion of accessibility, it is helpful to point out that accessibility may not alway affect only individual learners, such as persons with disabilities. Geographic and social differences can present barriers to accessibility for entire groups. People in rural regions or institutions with unreliable electicity and internet access, for example, face extra barriers to participating in online Carpentries workshops, instructor trainings, and community events.