diff --git a/content/interactive-teaching.md b/content/interactive-teaching.md index aac1080..90a6428 100644 --- a/content/interactive-teaching.md +++ b/content/interactive-teaching.md @@ -16,7 +16,7 @@ ## Cognitive load -Memory is not the only cognitive resource that is limited. Attention is constrained as well, which +Memory is not the only cognitive resource that is limited. **Attention** is constrained as well, which can limit the information that enters short term memory in the first place as well as interfere with consolidating into long-term memory. Many people believe that they can "multi-task", but the reality is that @@ -139,13 +139,11 @@ course. advanced and optional? Make that clear. ---- - - ````{challenge} What are the top issues new instructors face? (10 minutes) -Brainstorm about what issues new teachers/instructors might face in interactive workshops. -Answer a **poll**: which suggested common issues seem important to you? -Do you have another, not-mentioned examples? (You may write them down in the shared document.) +Brainstorm together (in breakout rooms of 3) about what issues new teachers/instructors might face in interactive workshops. +If you need inspiration or after you give your example, you may consult a list below. +- Which of the suggested common issues seem important to you? +- Do you have another, not-mentioned examples? (You may write them down in the shared document.) ```{solution} Some suggestions @@ -153,14 +151,16 @@ Addressing participants - Get the speed correct: not too fast and not (far) too slow. - Don't make exercise sessions too short to "save time". Better to have them as long as possible. - Don't expect too much of learners during exercises; just reading and understanding the task takes time. - - Cater to participants with different backgrounds and different levels of experience. - - Learners may not have software prerequisites installed correctly and thus not able to follow along. + - Try to cater to participants with different backgrounds and different levels of experience. + - For technical lessons, learners may not have software prerequisites installed correctly and thus not able to follow along. -Instructor mistakes +Instructor challenges + - Nervousness / stage tension. + - Impostor syndrome: doubting your own ability to teach the topic. - Trying to accomplish too much or go through everything. It's OK to cut out and adapt to the audience! - Explaining *how*, but not *why*. - - Not using good screen sharing practices (font size, terminal history, portion of screen). - Assuming learners remember everything you've covered earlier in a workshop. + - Not using good screen sharing practices (font size, terminal history, portion of screen). - Forgetting to take sufficient breaks (min. 10 minutes per hour). ``` ```` @@ -193,7 +193,6 @@ Well-designed lessons and teaching encourage all three. - Having, discussing, and enforcing a Code of Conduct provides a framework for positive communication to occur. - **Invite Participation** - Encourage learners to learn from each other. Working in pairs or in groups encourages learners to @@ -214,7 +213,6 @@ consider asking instead "What questions do you have?" and leaving a good pause f consideration. This establishes an expectation that people will, indeed, have questions, and should challenge themselves to formulate them. - **Do no harm!** Here are a few things you should not do in your workshop: @@ -254,14 +252,12 @@ give feedback on two axes: positive vs. negative and content vs. presentation. We will use a [rubric](http://carpentries.github.io/instructor-training/demos_rubric/) (used during The Carpentries teaching demos) to help take notes. -Each person in the class adds one point to a 2x2 grid on a whiteboard or in the shared notes -without duplicating any points. -For online instructor training event, use breakout room (4-5 persons per group) to facilitate discussion. Then each group reports to the shared notes. ```{figure} img/2x2-rubric.png Adapted from [Teaching Tech Together](https://teachtogether.tech/en/index.html), licensed under [CC-BY-NC-4.0](https://creativecommons.org/licenses/by-nc/4.0/) ``` + `````{challenge} Live coding example 1 (20 min) This exercise highlights some typical pitfalls that most instructors fall into sooner or later, and also shows how to avoid them. @@ -296,14 +292,40 @@ Delivery Opportunities for Growth ```` ````` -```{challenge} (Optional) Live coding example 2 -As a group, we will watch [this video of teaching](https://www.youtube.com/watch?v=-ApVt04rB4U). +`````{challenge} (Optional) Live coding example 2 + +As a group (or in breakout rooms), we will watch [this video of teaching](https://www.youtube.com/watch?v=-ApVt04rB4U). The instructor is making several mistakes, but can you also observe anything positive? -As before, give feedback on two axes: positive vs. negative and content vs. presentation. +As before, give feedback on two axes: positive vs. negative and content vs. presentation. +It would be interesting for a room to arrive to a consensus, but there is room for opinions too. What did other people see that you missed? What did they think that you strongly agree or disagree with? + + +````{solution} Template for feedback rubric ``` +Positive Content: +- +- +- +Content Opportunities for Growth: +- +- +- + +Positive Delivery: +- +- +- +Delivery Opportunities for Growth +- +- +- +``` +```` + +`````