Hey Kai,
Right! atm, we ask people to read How Learning Works before the
workshop. It's kind of unclear to me at this time if people actually do
this, and if they're absorbing much out of it when they do (please
everyone do read it - it's a pretty casual read of excellent content).
The strategy I've been taking to maximize practice as you suggest, is to
break the pedagogy up with lots of chances to apply it, at the expense
of some of the more esoteric tangents. This way, we focus on core
skills, and make Instructor Training itself an example of the
activity-driven learning we try to promote at our SWC workshops.
On 2014-11-15 3:59 PM, Hsi-Kai (Kai) Yang wrote:
I like the idea of requiring trainees to familiarize one of the major
topics. Reading assignments on pedagogy theory beforehand could be a
next push, so that in the live training there is more time left for
emulation or practice.
-kai
On Sat, Nov 15, 2014 at 2:31 PM, Bill Mills
<[email protected] <mailto:[email protected]>> wrote:
Howdy all,
Instructor Training at the University of Washington was a big hit,
thanks to all who participated! But, we can do even more; new
instructors are consistently asking for more concrete and
practical insight into the what and how of teaching SWC, and we're
cooking up a strategy for this. I summarized ideas from a
conversation between Warren Code and myself in a blog post:
http://mozillascience.org/train-the-trainers-next-iterations/
blog TLDR: a big final exercise on planning an entire unit (or at
least a big chunk of one), so they go home with a first cut at a
lesson plan for their first workshop, and solid familiarity with
the curriculum of that unit.
Would love feedback on this idea, and to hear your ideas too!
Instructors, what crunchy practical skills or knowledge do you
wish someone had told you before you taught your first workshop?
Let us know!
--
Bill Mills
Community Manager, Mozilla Science Lab
@billdoesphysics
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Bill Mills
Community Manager, Mozilla Science Lab
@billdoesphysics
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