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| --- | ||
| layout: episode | ||
| title: "Our teaching philosophies" | ||
| teaching: 0 | ||
| exercises: 30 | ||
| questions: | ||
| - "What are our teaching philosophies?" | ||
| --- | ||
|
|
||
| # CodeRefinery teaching philosophies | ||
|
|
||
| > ## Ice-breaker in groups (20 minutes) | ||
| > | ||
| > - Share your approach to teaching and your teaching philosophy with your group. | ||
| > - Please share your tricks and solutions in the live document for others. | ||
| > | ||
| > Additional ice-breaker questions: | ||
| > - What is your motivation for taking this training? | ||
| > - How structured or informal are your own teaching needs? | ||
| > - What difference do you notice between the teaching what we (also | ||
| > Carpentries) do and traditional academic teaching? | ||
| > - What other skills need to be taught, but academic teaching isn't the right setting? | ||
| {: .challenge} | ||
|
|
||
| --- | ||
|
|
||
| Here CodeRefinery instructors share their training philosophy to show that we | ||
| all have different teaching styles and how these differences are beneficial to | ||
| CodeRefinery workshops. | ||
|
|
||
| It is important to explain how much we value individuals and that there is not | ||
| one way to teach but as many ways as individuals. We want to help each other to | ||
| find the way that is best for each of us. | ||
|
|
||
| > ## Video recordings | ||
| > | ||
| > Recently we have recorded some of the below as videos: | ||
| > <https://www.youtube.com/playlist?list=PLpLblYHCzJAAHF89P-GCjEXWC8CF-7nhX> | ||
| {: .prereq} | ||
|
|
||
| > ## Anne Fouilloux | ||
| > | ||
| > I regularly teach Carpentries workshops so I try to apply what I have learnt to CodeRefinery workshops. However, I know our target audience is very much different and that I need to adapt my teaching style. I am still trying to find what works best in which situations and this is why I like so much CodeRefinery workshops. We usually have a wider range of skills and very mixed backgrounds so we usually have to be more careful with the pace and time given for exercises. | ||
| > | ||
| > Some considerations: | ||
| > - I spend quite a lot of time reading the CodeRefinery material and practising myself exercises. I particularly like to read the instructor notes just before teaching: they usually highlight important aspects both for preparing and teaching. | ||
| > - I usually do not show too much in advance the material as I think it prevents asking questions. If you have less competent practitioners in the classroom, they can easily copy-paste to avoid slowing down the entire classroom. | ||
| > - Ideally, I'd like to give several exercises so anyone can work at its own pace. I find it is important that everybody gets something different from the workshop. | ||
| > - I love breaks as it gives us an opportunity to discuss with attendees on their research topics. I am especially interested to understand what software they write and how they plan to use what they learn during our workshops. | ||
| {: .challenge} | ||
|
|
||
| > ## Bjørn Lindi | ||
| > | ||
| > My teaching style has changed a bit since I started with CodeRefinery. In the beginning I had this "BLOB" (Binary Large OBject) of knowledge and experience that I wanted to to convey to the participants. With experience and some help from the Carpentries Instructor training, I have realized I need to serialize the "BLOB", to be able to share it with others. | ||
| > | ||
| >In a similar fashion as you would do with a binary large object which you intend to send over the wire, you will need stop signals, check-sums and re-transmissions, when you give a lecture. I have come to appreciate the natural periods/breaks the lessons offers, the questions raised, the errors that appear during type-along and the re-transmission. Co-instructors are good to use for re-transmission or broadening a specific topic. | ||
| > | ||
| >When I started with CodeRefinery my inclination was to give a lecture. Today I am trying to be a guide during a learning experience, a learning experience which includes me as well. That may sound a bit self-centric, but is in fact the opposite, as I have to be more sensitive to what is going on in the room. The more conscious I am of being a guide, the better lesson. | ||
| > | ||
| >Tools that I find useful in preparing a lesson is concept maps and Learner Personas, though I have develop to few them. | ||
| >- [Concept Maps](https://teachtogether.tech/#s:memory-concept-maps) | ||
| >- [Learner Personas](https://teachtogether.tech/#s:process-personas) | ||
| {: .challenge} | ||
|
|
||
| > ## Thor Wikfeldt | ||
| > | ||
| > I never want to leave any learner behind and I really don't like seeing confused, blank faces in the classroom. | ||
| > At the same time I sometimes worry about some participants getting bored if a lesson is progressing slowly. | ||
| > This is always a difficult compromise and something I struggle with! | ||
| > | ||
| > I try to focus on making concepts intuitive, to "make sense" to the learners. Of course this is usually | ||
| > based on how I learned the topic myself and how it makes sense to me. | ||
| > | ||
| > I try to establish connections between topics: "this thing here is similar to what we saw in the previous | ||
| > lesson where we learned about X...". | ||
| > | ||
| > Before mastering a lesson by teaching in many times I try to "follow the script". After becoming very | ||
| > familiar with a lesson I start to improvise more and react more dynamically to questions, e.g. by taking a | ||
| > detour to explain a confusing topic more clearly. | ||
| > | ||
| > What I think I do too often: copy-paste code/text from lesson material. This can leave learners behind - | ||
| > typing out the code and describing it is slower, but more learning takes place. More advanced learners | ||
| > will hopefully "be compensated" by interesting advanced exercises which follow. | ||
| {: .challenge} | ||
|
|
||
| > ## Stefan Negru | ||
| > | ||
| > A lesson is a conversation, it is useful if both the trainer and the trainee are engaged. | ||
| > For that reason I try to have, most of the time, a conversation with the classroom and | ||
| > after we finish parts of a lesson, step back and see how we might use what we learned. | ||
| > | ||
| > That brings me to another point I follow throughout the lessons, answering questions like: | ||
| > * How can we apply in practice what we just learned? | ||
| > * Do you see yourself (the trainee) using that in practice, why or why not? | ||
| > | ||
| > Most of the times those seem like open-ended questions to the trainees that just learned | ||
| > something new, so I try to find examples, most of the times from personal experience. | ||
| > | ||
| > Last thing is that analogies are important when I teach, I try to find analogies in order | ||
| > to simplify a convoluted part of a lesson. | ||
| {: .challenge} | ||
|
|
||
| > ## Radovan Bast | ||
| > | ||
| > My teaching changed by 180 degrees after taking the Carpentries instructor | ||
| > training. Before that I used slides, 45 minute lecture blocks, and separate | ||
| > exercise sessions. After the Carpentries instructor training I embraced the | ||
| > interaction, exercises, demos, and typos. | ||
| > | ||
| > My goal for a lesson is to spark curiosity to try things after the lesson, | ||
| > both for the novices ("This looks like a useful tool, I want to try using it | ||
| > after the workshop.") and the more experienced participants ("Aha - I did not | ||
| > know you could do this. I wonder whether I can make it work with X."). I like | ||
| > to start lessons with a question because this makes participants look up from | ||
| > their browsers. | ||
| > | ||
| > Keeping both the novices and the experts engaged during a lesson can be | ||
| > difficult and offering additional exercises seems to be a good compromise. | ||
| > | ||
| > For me it is a good sign if there are many questions. I like to encourage | ||
| > questions by asking questions to the participants. But I also try not to go | ||
| > into a rabbit hole when I get a question where only experts will appreciate | ||
| > the answer. | ||
| > | ||
| > I try to avoid jargon and "war stories" from the professional developers' | ||
| > perspective or the business world. Most researchers may not relate to them. | ||
| > For examples I always try to use the research context. Avoid "customer", | ||
| > "production", also a lot of Agile jargon is hard to relate to. | ||
| > | ||
| > Less and clear is better than more and unclear. Simple examples are better | ||
| > than complicated examples. Almost never I have felt or got the feedback that | ||
| > something was too simple. I am repeating in my head to not use the words | ||
| > "simply", "just", "easy". If participants take home one or two points from | ||
| > a lesson, that's for me success. | ||
| > | ||
| > I prepare for the lesson by reading the instructor guide and all issues and | ||
| > open pull requests. I might not be able to solve issues, but I don't want to | ||
| > be surprised by known issues. I learn the material to a point where I know | ||
| > precisely what comes next and am never surprised by the next episode or | ||
| > slide. This allows me to skip and distill the essence and not read bullet | ||
| > point by bullet point. | ||
| > | ||
| > I try to never deviate from the script and if I do, be very explicit about | ||
| > it. | ||
| > | ||
| > A great exercise I can recommend is to watch a tutorial on a new programming | ||
| > language/tool you have never used. It can feel very overwhelming and fast to | ||
| > get all these new concepts and tools thrown at self. This can prepare me for | ||
| > how a participant might feel. | ||
| > | ||
| > I find it very helpful if there is somebody else in the room who helps me | ||
| > detecting when I go too fast or become too confusing. I like when two | ||
| > instructors complement each other during a lesson but when doing that to | ||
| > others, I am often worried of interrupting their flow and timing too much. | ||
| > | ||
| > A mistake I often do is to type too fast and in my mind I force myself | ||
| > to slow down. | ||
| {: .challenge} | ||
|
|
||
| > ## Sabry Razick | ||
| > My approach is to show it is fun to demystify concepts. Once a concept is | ||
| > not a mystery anymore, the learners will understand is what it means, where | ||
| > it is coming from, why it is in place and what it could it offer for their future. | ||
| > I try to relate concepts to real life with a twist of humour whenever possible if | ||
| > the outcome is certain not be offensive to any one. I use diagrams whenever possible, | ||
| > I have spent weeks creating diagrams that is sometime three or four sentences. That | ||
| > effort I consider worthwhile as my intention is not to teach, but to demystify. | ||
| > Once that is achieved, learners will learn the nitty gritty on their own easily | ||
| > and with confidence, when they have the use-case. | ||
| > | ||
| > | ||
| {: .challenge} | ||
|
|
||
| > ## Juho Lehtonen | ||
| > I'm gradually realising the different ways to get a hint whether the workshop | ||
| > participants are still following or perhaps bored. I assume it's communicating | ||
| > with the class, with exercises and simply by asking now and then. I also try | ||
| > to remember to observe how people look like (puzzled, bored) while I teach, not | ||
| > so obvious for me. | ||
| > | ||
| > I believe that learners communicating with each other, in addition to with | ||
| > instructors and helpers, really helps them to understand things faster. (At least | ||
| > it helps me). So I try to make sure that no one sits or works alone at the workshops. | ||
| {: .challenge} | ||
|
|
||
| > ## Richard Darst | ||
| > | ||
| > Like many people, I've often been teaching, but rarely a teacher. I | ||
| > tend to teach like I am doing an informal mentorship. | ||
| > I've realized long ago that my most important lessons weren't | ||
| > learned in classes, but by a combination of seeing things done by | ||
| > friends and independent study after that. I've realized that | ||
| > teaching (the things I teach) is trying to correct these differences | ||
| > in backgrounds. | ||
| > | ||
| > My main job is supporting computing infrastructure, so my teaching | ||
| > is very grounded in real-world problems. I'm often start at the | ||
| > very basics, because this is what I see missing most often. | ||
| > | ||
| > When teaching, I like lots of audience questions and don't mind | ||
| > going off-script a bit (even though I know it should be minimized). | ||
| > I find that sufficient audience interest allows any lesson to be a | ||
| > success - you don't have to know everything perfectly, just show how | ||
| > you'd approach a problem. | ||
| > | ||
| {: .challenge} | ||
|
|
||
| > ## João M. da Silva | ||
| > | ||
| > I started giving technical trainings twenty years ago, and hence my perspective | ||
| > is perhaps more inclined towards the development of hands-on abilities and | ||
| > capability to solve problems, independently or in a team. | ||
| > | ||
| > But the development of hands-on practical skills, requires some essential | ||
| > knowledge about the domain and some willingness to try different approaches | ||
| > in case one gets stuck. Some call this the "KSA approach" | ||
| > ("Knowledge-Skills-Attitude). Hence, I | ||
| > try to impart the essential knowledge (and where to find out more) at my | ||
| > trainings. And to encourage and challenge students in order to make them | ||
| > overcome their self-perceived limits (e.g. "I'm a Humanist, I can't use | ||
| > Python virtualenv"). | ||
| > | ||
| > I've been trying to study more about the Cognitive aspects of learning over the years, | ||
| > and I should find out the time to return to that. There's very interesting | ||
| > research in Problem Solving, with Learning being a important component in that domain. | ||
| > | ||
| > Storytelling: humans are neurologically made for paying attention to good | ||
| > stories, and that's something that I try to put into account: to give | ||
| > a lesson like it would be a relevant narrative for the students, one that they | ||
| > could relate to and help them in their work | ||
| > | ||
| > I like to draw and be creative with that, but have to pay attention to | ||
| > my handwriting during my trainings. I reckon that Architectural diagrams | ||
| > help students to understand the big picture, so I should invest more on | ||
| > those when development training material. I would also like to start looking into | ||
| > Concept Maps and Semantic Trees in training. | ||
| {: .challenge} |
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