diff --git a/.gitignore b/.gitignore
index 53e1b428da8db4aaf51ec766a692a55a177a6dd8..f44672239fd73d0caf67bb8a9b64a7b9a7f9184e 100644
--- a/.gitignore
+++ b/.gitignore
@@ -4,5 +4,5 @@
 # Emacs temporary directories
 auto/
 
-# temporarily compiled documents
-/pdfs/
\ No newline at end of file
+# Generated PDFs
+/pdfs/
diff --git a/src/17-live.md b/src/17-live.md
new file mode 100644
index 0000000000000000000000000000000000000000..3965e4d9b7be908d9dcc8f5c1ec397b888a3a143
--- /dev/null
+++ b/src/17-live.md
@@ -0,0 +1,142 @@
+---
+episode: 17
+title: Live Coding is a Skill
+subtitle: Carpentries Instructor Training
+author: Philipp Matthias Schäfer
+date: 2022-06-22
+titlenotes: |
+\duration{0:01}
+  - morning session: Carpentries bureaucracy
+  - now: live coding and course preparation
+  - this episode: Main method of teaching Carpentries courses: Participatory
+    live coding.
+starttime: 10:40
+---
+
+# Overview
+
+## Questions
+
+- Why do we teach programming using participatory live coding?
+
+## Objectives
+
+- Explain the advantages and limitations of participatory live coding.
+- Summarize the key dos and do nots of participatory live coding.
+- Demonstrate participatory live coding.
+
+::: notes
+\duration{0:02}
+:::
+
+# Participatory Live Coding
+
+- no slides
+- instructor types with screen visible to learners
+- learners follow along on their own machines
+
+::: notes
+- What the instructor does is live coding.
+- Learners following along makes it participatory live coding.
+:::
+
+# \exercise{up-and-down}
+
+## Up and Down
+
+List some advantages and challenges of participatory live coding from both a
+learner’s and an instructor’s point of view in the Etherpad.
+
+::: notes
+\duration{0:10}
+- **everyone for themselves**
+- **notes in etherpad**
+- **5 min**
+- solution: https://carpentries.github.io/instructor-training/17-live/index.html#solution
+
+- PLC fits well in practice-feedback model
+- only feedback you understand is helpful!
+:::
+
+# \exercise{compare-and-contrast}
+
+## Compare and Contrast
+
+Watch this two participatory live coding demo videos as a group and then
+summarize your feedback on both in the Etherpad. Use the 2x2 rubric for feedback
+we discussed earlier.
+
+In the videos, the bash shell `for` loop is taught, and it is assumed learners
+are familiar with how to use a variable, the `head` command and the content of
+the `basilisk.dat` and `unicorn.dat` files.
+
+Note: Sometimes sounds in the room can be poor. Turning on closed captioning by
+pressing the cc button will improve the accessibility of these videos.
+
+::: notes
+\duration{0:15}
+- first video: https://youtu.be/bXxBeNkKmJE
+- second video: https://youtu.be/SkPmwe_WjeY
+- **everyone for themselves**
+- **notes in etherpad**
+- **10 min**
+- then discussion
+- make sure the top ten tips for PLC are mentioned
+:::
+
+# Top Ten Tips for Participatory Live Coding in a Workshop
+
+1. Stand up and move around the room if possible.
+2. Go slowly.
+3. Mirror your learners’ environment.
+4. Use your screen wisely.
+5. Use Illustrations.
+6. Turn of notifications.
+7. Stick to the lesson material.
+8. Leave no learner behind.
+9. Embrace mistakes.
+10. Have fun!
+
+::: notes
+\duration{0:05}
+:::
+
+# \exercise{practice-teaching}
+
+## Practice Teaching
+
+1. Split into groups of three.
+2. Assign roles, which will rotate: presenter, timekeeper, note-taker.
+3. Have each group member teach 3 minutes of your chosen lesson episode using
+   live coding. For this exercise, your peers will not “code-along.” Before you
+   begin, briefly describe what you will be teaching and what has been learned
+   previously. Do not record this exercise.
+4. After each person finishes, each group member should share feedback (starting
+   with themselves) using the same 2x2 rubric as yesterday. The timekeeper
+   should keep feedback discussion to about 1 minute per person; this may leave
+   some time at the end for general discussion. The note-taker should record
+   feedback in the Etherpad.
+5. Trade off roles.
+
+::: notes
+\duration{0:30}
+- **groups of three**
+- **25 minutes**
+- 3 minutes feel very short (to many)
+- just 2 minutes less than TD
+
+:::
+
+# Summary
+
+## Key Points
+
+- Live coding forces the instructor to slow down.
+- Coding-along gives learners continuous practice and feedback.
+- Mistakes made during participatory live coding are valuable learning
+  opportunities.
+
+::: notes
+\duration{0:02}
+- next episode: How to prepare for teaching!
+:::
diff --git a/src/18-preparation.md b/src/18-preparation.md
new file mode 100644
index 0000000000000000000000000000000000000000..438d806fbfa3c1c8973a7014004f52c8e307ae67
--- /dev/null
+++ b/src/18-preparation.md
@@ -0,0 +1,203 @@
+---
+episode: 18
+title: Preparing to Teach
+subtitle: Carpentries Instructor Training
+author: Philipp Matthias Schäfer
+date: 2022-06-22
+titlenotes: |
+\duration{0:01}
+  - previous episode: Method of teaching
+  - this episode: Preparing for the whole course
+---
+
+# Overview
+
+## Questions
+
+- How should I prepare to teach?
+
+## Objectives
+
+- Create a profile for a learner in your workshop.
+- Critically analyze a learning objective for your workshop.
+- Identify checkpoints in a lesson for formative assessment.
+
+::: notes
+\duration{0:02}
+:::
+
+# Building Teaching Skill
+
+- teaching is a skill
+- improve with deliberate practice
+- tend to overprepare technical content
+
+::: notes
+\duration{0:02}
+:::
+
+# Anticipate Your Audience
+
+- know your audience
+- use your pre-workshop surveys
+- have a plan to learn about them during your course
+- never know everything about everyone (in particular the private background)
+
+::: notes
+\duration{0:05}
+- need to know them to adapt the course
+- preferably before the course
+- examples for private background: sick child at home, distracted by upcoming
+  wedding
+:::
+
+# \exercise{imagine-a-learner}
+
+## Imagine a Learner
+
+Take a moment to silently imagine a learner who might attend your workshop. What
+is their background? What problem do they face? What will they gain from
+attending your workshop?
+
+::: notes
+\duration{0:05}
+- **2 min**
+- no discussion
+:::
+
+# Examine Learning Objectives
+
+- Carpentries episodes have objects listed at the top
+- Specific task that can be accomplished
+- Carpentries usually targets novice learners
+
+::: notes
+\duration{0:05}
+- the beginner character is reflected in the type of tasks (recognize, name, use
+  v.s. design, evaluate, break down)
+:::
+
+# \exercise{evaluate-learning-objectives}
+
+## Evaluate Learning Objectives
+
+Select one learning objective from the episode you’ve used for teaching
+practice. Copy it into the Etherpad then add numbers below your objective to
+address the following:
+
+1. Suppose a learner had mastered this objective, and wanted to try something
+   more cognitively challenging on the exact same topic (i.e. not a next step in
+   a workflow). Identify an objective they could work towards next.
+2. Suppose a learner struggled to meet the specified objective. What might they
+   be missing? Identify one more fundamental thing a learner needs to be able to
+   do in order to be successful in meeting this objective.
+
+::: notes
+\duration{0:15}
+- **solo**
+- **10 min**
+- “know” and “understand” are general, be specific
+- do not accidentally overcomplicate, because it seems more interesting to you,
+  the expert
+:::
+
+# Prepare to Use Formative Assessments
+
+- learners should know when they meet an objective
+- therefore you should know, so that you can show them
+- assess every 5 to at mots 15 minutes
+- breaks course into sections that fit attention span
+
+::: notes
+\duration{0:02}
+:::
+
+# \exercise{where-are-your-checkpoints}
+
+## Where are your Checkpoints?
+
+Have a look at your learning objective again and identify where in the lesson
+that objective should reasonably be achieved.
+
+::: notes
+\duration{0:10}
+- **solo**
+- **5 min**
+:::
+
+# \exercise{assessment-is-for-everyone}
+
+## Assessment is for Everyone
+
+How might you apply formative assessment to:
+
+a) verify that that achievement has been met by all and
+b) make learners aware of their accomplishment?
+
+Keep in mind that formative assessment can take many forms, including multiple
+choice questions, other exercises, spontaneous questions and calls for sticky
+notes. Write some notes or thoughts about this process in the Etherpad for
+discussion.
+
+::: notes
+\duration{0:15}
+- **notes in Etherpad**
+- **discussion**
+- **10 min**
+- “Do you understand?” does not work
+:::
+
+# Prepare to Cut
+
+- **go slowly**
+- keep breaks on time
+- watch out for dependencies
+- leave time to wrap up
+- do not speed up
+- communicate with your team
+- tell your learners about skipped material
+
+::: notes
+\duration{0:05}
+:::
+
+# Review the Instructor Notes
+
+- created by other instructors
+- valuable help for teaching material for the first time
+
+::: notes
+\duration{0:02}
+:::
+
+# Review Prior Feedback
+
+- review right after teaching a work shop
+  - fresh memory
+- review right before teaching the next workshop
+  - remember what you planned to improve
+
+::: notes
+\duration{0:02}
+:::
+
+# Connect With Your Team
+
+- prepare together
+- review together
+
+::: notes
+\duration{0:05}
+- Mention this workshop’s preparation.
+:::
+
+# \exercise{minute-cards-revisited}
+
+## Minute Cards Revisited
+
+Use your sticky notes to write minute cards as discussed yesterday.
+
+::: notes
+\duration{0:05}
+- next episode: More Practice Live Coding
+:::
diff --git a/src/20-performance.md b/src/20-performance.md
index 65f408b3bdf8fd0bec88cbbf0e438942a979cb34..11bf379ef4c536ba3294ad3e216dd5bce3cb1cb3 100644
--- a/src/20-performance.md
+++ b/src/20-performance.md
@@ -2,8 +2,8 @@
 episode: 20
 title: More Practice Live Coding
 subtitle: Carpentries Instructor Training
-author: Christian Knüpfer
-date: 2022-06-10
+author: Philipp Matthias Schäfer
+date: 2022-06-22
 titlenotes: |
   \duration{0:01}
   - Welcome back!
diff --git a/src/21-management.md b/src/21-management.md
index 6a64b021a2275c176385e1842673e4076f9d9855..4bf20aa24b1c591507ed4c2876058ede0b3ce378 100644
--- a/src/21-management.md
+++ b/src/21-management.md
@@ -2,12 +2,13 @@
 episode: 21
 title: Working With Your Team
 subtitle: Carpentries Instructor Training
-author: Christian Knüpfer
-date: 2022-06-10
+author: Philipp Matthias Schäfer
+date: 2022-06-22
 titlenotes: |
   \duration{0:01}
-  - We will now have a look at how to help each other in a team when
-    giving a workshop.
+  - When talking about course preparation, we already mentioned preparing with
+    your team.
+  - We will dive into that and how else you can cooperate as a team.
 starttime: 14:15
 ---
 
@@ -47,7 +48,7 @@ starttime: 14:15
 \duration{0:05}
 - What do you think are further advantages?
   - feedback from teacher perspective (improve your teaching skills)
-  - a more secure feeling 
+  - a more secure feeling
 :::
 
 # The Instructional Team
@@ -59,7 +60,7 @@ Host
 
 Instructors
 : plan and execute workshop instruction
-    
+
 Helpers
 : support learners during the workshop
 
@@ -159,6 +160,9 @@ Etherpad.
 ::: notes
 \duration{0:02}
 - Code of Conduct violations extremely rare in our community
+- early and prominent mention of CoC might
+  - discourage potential perpetrators
+  - encourage potential victims to feel comfortable/join in the first place
 - **Code of Conduct Committee:** not the responsibility of the
   reporter to determine whether a Code of Conduct violation has
   occurred