differences for PR #165

01-introduction.md

@@ -52,7 +52,7 @@ Do not force people to share their pronouns.
 
 ::: challenge
 
-### Getting to know each other
+### Getting to Know Each Other
 
 If the Trainer has chosen an
 [icebreaker question](https://carpentries.github.io/instructor-training/icebreakers/index.html),
@@ -123,13 +123,13 @@ We will explore how defining the specific skills you wish to teach
 early on in the development process 
 provides a foundation from which you can build a stronger, more impactful lesson.
 
-### Building a lesson website
+### Building a Lesson Website
 
 Throughout the training, while you design and begin developing the content of your lessons, 
 we will teach you how to incorporate this into an organised and accessible website
 using our lesson infrastructure.
 
-### Collaborating effectively
+### Collaborating Effectively
 
 We believe that lessons are much more likely to succeed, and to remain useful in the long term,
 if they are developed collaboratively. 
@@ -138,7 +138,7 @@ and work effectively and efficiently with those you already have.
 
 ::: callout
 
-## Learning how to teach a lesson
+## Learning How to Teach a Lesson
 
 This training will focus on the content - how to prepare a good lesson.
 More about the performance - how to deliver a lesson most effectively -

02-lesson-design.md

@@ -1,5 +1,5 @@
 ---
-title: Lesson design
+title: Lesson Design
 teaching: 10
 exercises: 10
 ---
@@ -61,7 +61,7 @@ to place an emphasis on assessing learning during a workshop:
 **TODO: add a figure illustrating the process described in the list above. 
 could be similar to the one used earlier for Nicholl's original list.**
 
-## Your lessons
+## 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

03-audience.md

@@ -1,5 +1,5 @@
 ---
-title: Identifying your target audience
+title: Identifying Your Target Audience
 teaching: 25
 exercises: 20
 ---
@@ -102,7 +102,7 @@ interests, and challenges than your own.
 
 ## Exercise: thinking about target audience (15 minutes total for both parts)
 
-Part 1 (5 minutes): think about a member of the target audience for your lesson,
+Part 1 (all, 5 minutes): think about a member of the target audience for your lesson,
 and answer the following questions in the context of your lesson topic:
 
 1. What is their background?

05-objectives.md

@@ -1,5 +1,5 @@
 ---
-title: Defining lesson objectives/outcomes
+title: Defining Lesson Objectives/Outcomes
 teaching: 30
 exercises: 50
 ---
@@ -34,7 +34,7 @@ that are appropriate for the lesson content,
 and provides a scope for what should and should not be included.
 
 
-## Why focus on skills?
+## Why Focus on Skills?
 
 To ensure your audience stays motivated, and your lesson feels relevant to them,
 we recommend that lessons focus on teaching skills rather than tools.
@@ -45,7 +45,7 @@ Placing the emphasis on skills over tools will help you prioritise key concepts
 and consider how your lesson can have the biggest impact on the way learners do their work.
 
 
-## Learning objectives
+## Learning Objectives
 
 The desired outcomes (the _learning objectives_) of a lesson should be new skills, 
 i.e. things that the learner can do.
@@ -57,8 +57,8 @@ playing a musical instrument,
 or making sushi,
 are probably better suited to a different platform than a static website.)
 Cognitive skills cannot be equally easily acquired:
-before we can apply concepts and create something new, we must attain the ability to remember 
-and distinguish between new concepts. 
+before we can *apply* concepts and *create* something new, we must attain the ability to *remember*
+and *distinguish* between new concepts. 
 Remembering and distinguishing are also abilities that are often faster to gain then applying or creating.
 
 We must try to be realistic about how far along this scale we can move learners during a single workshop/lesson.
@@ -72,9 +72,9 @@ It will help us ensure we do not miss anything important or, conversely,
 include anything superfluous that could use up valuable time or distract instructors and learners.
 
 
-## What does an objective look like?
+## What Does an Objective Look Like?
 
-![This diagram highlights the most important elements of a learning objective.](fig/objective.svg){alt='An example 
+![This diagram highlights the most important elements of a learning objective.](fig/objective.svg){alt="An example 
 learning objective, "import data into an indexed DataFrame with read_csv", with emphasis placed on the action verb 
 ("import") and the specificity ("indexed") of the objective.'}
 
@@ -86,7 +86,7 @@ The objectives for the current section of this training are:
 
 ::::::::: checklist
 
-## Objectives for this section
+## Objectives for This Section
 
 - Explain the importance of defining specific, measurable, attainable, relevant and time-bound objectives for a lesson.
 - Evaluate a written lesson objective according to these criteria.
@@ -119,7 +119,7 @@ We will see how helpful it can be to use action verbs in learning objectives
 when we begin talking about exercise design in the coming episodes.
 
 
-## SMART objectives
+## SMART Objectives
 
 To assist you in defining and writing learning objectives for your lesson,
 it can be helpful to turn to a popular framework for defining goals: _SMART_.
@@ -204,7 +204,7 @@ For example, a more specific and measurable version of this objective could be:
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
 
-## Lesson scope
+## Lesson Scope
 
 One of the major challenges of lesson design is choosing what to include in a lesson:
 what the main points will be,
@@ -240,7 +240,7 @@ because the task can be considered in the context of taking out whole
 learning objectives.
 
 
-## Defining learning objectives
+## Defining Learning Objectives
 
 We have discussed the importance of defining objectives early in 
 the lesson design process,

13-exercises.md

@@ -1,5 +1,5 @@
 ---
-title: Designing assessments
+title: Designing Assessments
 teaching: 25
 exercises: 70
 start: yes

17-explanation.md

@@ -1,5 +1,5 @@
 ---
-title: How to write a lesson
+title: How to Write a Lesson
 teaching: 30
 exercises: 40
 ---

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