add teaching demo exercise

episodes/08-live-coding.md

@@ -6,14 +6,15 @@ exercises: 55
 
 ::::::::::::::::::::::::::::::::::::::: objectives
 
-- Evaluate The Carpentries' teaching practices for teaching participatory live coding.
-- Plan your strategy for teaching participatory live coding effectively. 
+- Begin to develop confidence in teaching the Instructor Training curriculum. 
+- Practice giving feedback on teaching.
 
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 :::::::::::::::::::::::::::::::::::::::::::::::::: questions
 
-- See discussion questions.
+- How do I practice my own teaching? 
+- How do I practice giving feedback on other's teaching? 
 
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@@ -29,15 +30,19 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
 
-## Discussion Questions
+:::::::::::::::::::::::::::::::::::::::::::::::::: challenge 
 
-1. What stood out to you from this week's reading? Think of things that made sense in light of your own experience, things you're not convinced of, or questions that you have.
+## Practice Teaching
 
-1. Trainees are often quite nervous about teaching in front of their peers. What strategies can you use as an Instructor Trainer to help trainees have a positive (and useful) experience from their practice teaching sessions?
+Five members of the group will be selected to teach 3 minutes of their chosen lesson episode from Instructor Training. You can incorporate negative teaching practices, if desired. After you finish teaching, you will give yourself feedback and then receive feedback from other group members using The Carpentries 2x2 rubric. 
 
-1. Three minutes is not a lot of time! It is very common to get feedback that trainees wanted the practice teaching sessions to be longer. Do you think they should be longer? If so, why? If not, how do we help trainees use this time wisely?
+::::::::::::::::::::::::::::::::::::::::::::::::::
 
-1. What principles from last week's reading on practice and feedback are being put into action in the episodes that form this week's reading? Are there any principles that are *not* being implemented?
+## Discussion Questions
+
+After the teaching demonstrations are complete, session leader will choose questions from below for discussion: 
+
+1. Three minutes is not a lot of time! It is very common to get feedback that trainees wanted the practice teaching sessions to be longer. Do you think they should be longer? If so, why? If not, how do we help trainees use this time wisely?
 
 1. Using breakout rooms for the practice teaching exercises means that Instructor Trainers don't have a chance to observe (or at least can't observe all sessions). What are the benefits to this? Do you think the non-teaching Instructor Trainer should join one of the breakout rooms, float between rooms, or stay in the main room? Why?
 
@@ -46,6 +51,7 @@ From The Carpentries [Instructor Training curriculum](https://carpentries.github
 :::::::::::::::::::::::::::::::::::::::: keypoints
 
 - Participatory live coding is one of the core teaching practices of The Carpentries, and important to give trainees (useful!) practice in.
+- It's important to practice our own teaching and giving and receiving feedback!
 
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