Merge pull request #77 from ErinBecker/reorder-2

Reorder and adjust alignment

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: 

episodes/01-week1_discussion_questions.md → episodes/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'}
 
@@ -76,32 +78,36 @@ 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?
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
 
-## 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
 and more independent work time stretched over a 10 week period. If you have not already certified as a Carpentries Instructor, you will need to complete Instructor Training alongside taking Instructor Trainer Training. Please contact Erin or Sher! if this applies for you. 
 
 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
 

episodes/02_week2_discussion_questions.md → episodes/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?
 

episodes/03_week3_discussion_questions.md → episodes/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?
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 

episodes/04-week_4_discussion_questions.md → episodes/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?
 

episodes/06-Week_6_discussion_questions.md → episodes/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