differences for PR #479

lesson-design.md

@@ -22,79 +22,58 @@ After completing this episode, participants should be able to...
 
 ## A Lesson Design Process
 
-In order to design an effective lesson, we need a structured approach with the learner in mind and  clearly identified goals. Throughout this training, we will use a modified version of Nicholls' five phase paradigm for curriculum design[^1].
-Nicholls' paradigm describes a process, commonly referred to as _backward design_,
-where those who wish to develop a new curriculum first begin by defining
-exactly what their learners will be able to do
-_after they have completed the lesson/training/course_.
-The subsequent stages of the curriculum design process involve designing content
-to directly meet those stated outcomes.
-
-1. Select learning outcomes
-2. Choose learning experiences to help learners achieve these outcomes
-3. Develop content to support these experiences
-4. Assess learner progress towards desired outcomes
-5. Evaluate chosen outcomes, experiences, and content based on this assessment
-
-![Nicholls' five phases of curriculum design, 
-presented as a cycle to reflect that all aspects of the design should be 
-revisited in response to the results of the evaluation that takes place at step 5.
-](fig/nicholls-five-phases.svg){
-alt="A flow diagram presenting the Nicholls' five phases of curriculum design as a cycle."
-width="67%"
-}
+In order to design an effective lesson, we need a structured approach with the learner in mind and clearly identified goals. 
+Throughout this training we will use a modified version of a process for curriculum design commonly referred to as _backward design_, described by Gill Nicholls[^1].
+Following Nicholls' paradigm, we begin by defining exactly what you want your learners to be able to do _after they have completed the lesson/training/course_, with the subsequent stages involving the design and evaluation of content that will directly help learners meet those stated outcomes.
+By defining at the beginning of the process what you want the outcomes to be at the end, you ensure that your efforts remain focused on those goals as you work.
+
+This training promotes an iterative backward design process where, after identifying the target audience of our lesson, we
 
-The last two phases of Nicholls' paradigm involve
-assessing learner progress towards the desired learning outcomes and
-evaluating the stated objectives and current content in light of the results of that assessment.
-In The Carpentries, most workshops are relatively short-format,
-without room for an extensive assessment after the teaching has finished
-(a _summative_ assessment).
-To account for this, our lessons place an emphasis on _formative_ assessment:
-assessment of learner progress that takes place _while the teaching is still going on_,
-to give instructors opportunities to evaluate the teaching and lesson content
-before the end of the workshop.
-
-To account for this,
-we have adapted Nicholls' five phases in this training,
-to place an emphasis on assessing learning during a workshop:
-
-1. Define desired learning outcomes
-2. Design assessments to determine progress towards desired outcomes
-3. Write content to lead learners from one of these assessments to the next
-4. Assess learner progress towards outcomes during teaching
-5. (After the break) evaluate how closely the outcomes meet the objectives
-
-![An overview of the iterative process of lesson design and development 
-, adapted from Nicholls' five phases,
-that will be presented in this training.
+1. Define desired learning outcomes.
+2. Design assessments to determine progress towards desired outcomes.
+3. Write content to lead learners from one of these assessments to the next.
+4. Assess learner progress towards outcomes during teaching.
+5. (After the break) evaluate how closely the outcomes meet the objectives.
+
+![An overview of the iterative process of lesson design and development, adapted from Nicholls' five phases, that will be presented in this training.
 ](fig/cldt-design-process.svg){
 alt="A flow diagram presenting the process of lesson design and development used in this training."
 width="67%"
 }
 
-Note the cyclical nature of this process:
-you will complete one iteration through this cycle during this training
-(though probably for a limited part of your lesson, rather than the whole thing).
-Note also that teaching the content is an essential intermediate step in the process:
-the importance of feedback gathered while teaching the lesson
-will be a common refrain throughout this training.
+The Carpentries community specialises in relatively short-format workshops, typically lasting less than a week and including no opportunities for any assessment after the teaching has finished (a _summative_ assessment).
+To account for this, our lessons (and this training) place an emphasis on _formative_ assessment: assessment of learner progress that takes place _while the teaching is still going on_, to give instructors opportunities to evaluate the teaching and lesson content before the end of the workshop.
+
+### The process throughout this training
+Note the cyclical nature of the process described above. You will complete one iteration through this cycle across the two parts of this training (though probably for a limited part of your lesson, rather than the whole thing):
+
+1. Define desired learning outcomes. (Training part 1)
+    * You will define learning objectives for your lesson as a whole and for individual sections.
+2. Design assessments to determine progress towards desired outcomes. (Part 1)
+    * You will learn about different types of assessment and how they can give you information about your learners' progress towards the defined objectives.
+    * You will design and implement exercises that are appropriate to your target audience and the skills you want to teach them.
+3. Write content to lead learners from one of these assessments to the next. (Part 1)
+    * You will choose examples and a narrative that can help learners gain insight into the topic of your lesson.
+    * You will begin to write content that is accessible, relevant, and appropriate for your target audience.
+4. Assess learner progress towards outcomes during teaching. (During the break between parts)
+    * You will deliver part of your new lesson and gather information about how effectively it teaches learners what they need to know.
+5. Evaluate how closely the outcomes meet the objectives. (Part 2)
+    * You will revisit your lesson design and content and make plans to update it, based on your own reflections and the feedback you gathered from learners.
 
+Teaching the new lesson content is an essential intermediate step in the process, and the reason this training is delivered in two parts. 
+The importance of gathering feedback and reflecting on teaching experience will be a common refrain throughout this training.
 
 ## Your Lessons
 
 This training will provide many opportunities for discussion of your lessons.
-Providing some context now for the lessons that you will be creating will
-help the Trainers and other participants get involved in those discussions
-and give you feedback as you follow the process.
+Providing some context now for the lessons that you will be creating will help the Trainers and other participants get involved in those discussions and give you feedback as you follow the process.
 
 
 :::::::::::::::::::::::::::::::::::::  discussion
 
 ## Discussion (10 minutes)
 
-Share your answers to the following questions in the shared notes,
-then discuss them with the Trainers, your collaborators, and the other participants.
+Share your answers to the following questions in the shared notes, then discuss them with the Trainers, your collaborators, and the other participants.
 
 1. What is the topic of the lesson that you plan to develop based on this training?
 2. Have you created training material on this topic before?
@@ -107,9 +86,7 @@ then discuss them with the Trainers, your collaborators, and the other participa
 ## Trainer Note
 
 Trainees should have received the questions above in advance and arrived at the training with notes prepared.
-Where multiple trainees are working on the same lesson project, 
-ask for a volunteer or call on someone to represent their team,
-leaving space afterwards for their team-mates to speak up if their answers differ.
+Where multiple trainees are working on the same lesson project, ask for a volunteer or call on someone to represent their team, leaving space afterwards for their team-mates to speak up if their answers differ.
 
 The main objectives of this discussion are:
 
@@ -120,16 +97,15 @@ The main objectives of this discussion are:
 
 ## Iterative Development
 
-The Carpentries community develops open source lessons,
-which can always be updated and may never be _finished_.
+The Carpentries community develops open source lessons, which can always be updated and may never be _finished_.
 A lesson can undergo many iterations before it reaches a relatively stable state.
-To reflect this, we encourage lesson developers to 
-indicate the status of their lesson by labelling its progress through a _lesson life cycle_:
+To reflect this, we encourage lesson developers to indicate the status of their lesson by labelling its progress through a _lesson life cycle_:
 
-![The life cycle of a lesson](fig/life_cycle.png){alt="Diagram of the life cycle of a
-lesson in The Carpentries ecosystem. A lesson is proposed at the beginning of the
-pre-alpha stage. It enters alpha when it is taught for the first time. In beta, it is
-taught by other instructors. A full release of the lesson is made when it is stable.
+![The life cycle of a lesson](fig/life_cycle.png){
+alt="Diagram of the life cycle of a lesson in The Carpentries ecosystem.
+A lesson is proposed at the beginning of the pre-alpha stage.
+It enters alpha when it is taught for the first time. 
+In beta, it is taught by other instructors. A full release of the lesson is made when it is stable.
 Pilot workshops take place during the alpha and beta phases."}
 
 Each life cycle stage indicates the level of maturity of a lesson:
@@ -139,9 +115,7 @@ Each life cycle stage indicates the level of maturity of a lesson:
 - **beta**: the lesson is ready to be taught by instructors who have not been significantly involved in its developed to this point.
 - **stable**: the lesson has been extensively tested by the authors and others. It can be considered broadly complete and unlikely to undergo any drastic changes without warning.
 
-Although your lessons will probably remain in pre-alpha throughout this training,
-some of the content will be equally valuable at later stages 
-and we will also point you towards resources to help with testing the lesson and gathering feedback.
+Although your lessons will probably remain in pre-alpha throughout this training, some of the content will be equally valuable at later stages and we will also point you towards resources to help with testing the lesson and gathering feedback.
 
 :::::::::::::::::::::::::::::::::::::::: keypoints
 

md5sum.txt

@@ -6,7 +6,7 @@
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 "episodes/narrative.md" "268c072514643b02f39a990b1a8620c5" "site/built/narrative.md" "2024-12-03"