Day 1

Groups

• People you're likely to teach with
  • Geographic/institution proximity

Policies for an 8 session workshop

1. Tell us ahead of time and we'll work something out.
2. Miss one class and make up, miss two and you fail.
3. Emphasize the fact that people in their GROUP need them to be there
4. Icebreakers will start 10 minutes before, 8:50 am a. Darya and Brian reflecting on sticky notes b. Explicit Q&A period for questions from homework and previous > class.
5. We will assign homework each session.

[Episode: Welcome]

• Who are we and how do we approach teaching?
• What should you expect from this workshop?

Building Skill With Practice

• How do people learn?
• Who is a typical Carpentries learner?
• How can we help novices become competent practitioners?

Day 2

Homework: Please read “The Science of Learning”, which provides a brief overview of some key evidence-based results in teaching.

Expertise and Instruction

• What type of instructor is best for novices?
• How are we (as instructors) different from our learners and how does this impact our teaching?

Memory and Cognitive Load

• What is cognitive load and how does it affect learning?
• How can we design instruction to work with, rather than against, memory constraints?

Building Skill With Feedback

• How can I get feedback from learners?
• How can I use this feedback to improve my teaching?

Day 3

Weekend Homework: Choose an episode from any lesson in https://carpentries.github.io/instructor-training/demo_lessons/index.html and read through it, preparing to teach it.

We recommend preparing one of the following:

• Data Carpentry
  • Faceting and Clustering in OpenRefine
  • Basic Queries in SQL
  • Starting with Data in R
  • Starting with Data in Python
• Library Carpentry
  • Working with Files and Directories in the Unix Shell
  • Faceting and filtering in Open Refine
  • For loops in Python
• Software Carpentry
  • Working with Files and Directories in the Unix Shell
  • Tracking Changes in Git
  • Selecting Data in SQL
  • Repeating Actions with Loops in Python
  • Exploring Data Frames in R

Motivation and Demotivation

• Why is motivation important?
• How can we create a motivating environment for learners?

Mindset

• How does mindset influence learning?
• How should we praise our learners?
• How should we talk about errors?
• What are successful habits of lifelong learners?

Day 4

Teaching is a Skill

• How can I improve my teaching?

Day 5

Weekend homework: Review episode from prior week, and prepare to teach a live-coding segment from it. Read: Ten Quick Tips for Creating an Effective Lesson

Live Coding is a Skill (Instructor 1)

• Why do we teach programming using participatory live coding?

Preparing to Teach - formative assessments

• The importance of sticky notes

Learner profiles. Reverse instructional Design

• How should I prepare to teach?

Day 6

Read about centrally-organized and self-organized workshops and our checklists for running workshops. These summarize commonly asked questions about organizing and running workshops. When you arrive tomorrow, we will ask you to add one question about our operations to a list. We will then do our best to answer all of those questions during the day.

Checkout Process

• What do I need to do to finish certifying as a Carpentries instructor?

The Carpentries: How We Operate

• How is The Carpentries organized and run?
• What is the difference between SWC, DC, and LC workshops?
• How do you run a Carpentries workshop?

Managing a Diverse Classroom

• How can I prepare for effective co-teaching?
• What are the challenges of managing a heterogeneous classroom?
• What do I do if there is a Code of Conduct violation?

Day 7

Weekend Homework for day 7: Group task: Poke at issues, poke at making a sample git page, Personal task: print and highlight your live-coding episode.

More Practice Live Coding 20+25

• How did you change your teaching in response to feedback?

Optional: RP of Code-of-conduct violation response

Day 8

Workshop Introductions

• How do you actually start a workshop?

Putting It Together

• How are the teaching practices we’ve learned used in our workshops?

Wrapping Up

• What can we improve in this training?