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Volume VIII, Issue No.5
In
This Issue: Linking Classroom and Community
Expeditionary Learning's Approach to Teacher Preparation By Beth Dorman In September, Expeditionary Learning Outward Bound launched its school-based Teacher Preparation Program that allows beginning teachers to learn through direct experience in the classroom. The interns, all college graduates with prior experience working with children, spend the school year apprentice-teaching in the classroom with a mentor four days a week and attending weekly, day-long reflective seminars. The pilot site, the Rocky Mountain School of Expeditionary Learning, is approved by the Colorado Department of Education to administer this school-based alternative licensure program. This year the program includes four interns working with mentor teachers. Next year it will expand to eight interns based at RMSEL and the Odyssey School in Denver and will offer interns a joint master's degree with University of Denver. In future years, this year-long program will expand nationally to other Expeditionary Learning schools and universities. In all of its sites, the intern's intensive apprenticeship alongside the mentor will remain as the core of the program. The Mentor/Intern Relationship When she began her second semester internship in Gretchen Strong's third- and fourth-grade class intern Evan Greene knew she had about six weeks to transform herself into a respected, trusted authority figure with unfamiliar students before the group headed to California for their five-day sailing trip around Catalina Island. To help Evan prepare for the trip and build students' trust of her, Gretchen nudged Evan to immediately take responsibility for planning and teaching several hours of each day's lessons, even though Evan felt somewhat hesitant. By gently pushing Evan but still standing by in case of a major crisis, Gretchen helped her develop the confidence, skills, and risk-taking attitude she needed to become an independent, capable teacher. For example, the two of them developed a system of nonverbal signals (a hand signal, a touch on the shoulder) for Gretchen to communicate with Evan in a subtle, non-threatening way during class if, for instance, Evan was running over time without realizing it or letting a few students get too far off task. This type of communication supported Evan in becoming a strong leader of class activities, while Gretchen felt satisfied that important things would be handled appropriately both in class and on the boat. Upon returning from the sailing trip, Evan beamed with enthusiasm and pride. "I'm so glad this program makes us interns live the philosophy of Outward Bound and Expeditionary Learning the way the kids do, too. I have gained so much strength and learned from the design principles and character values. The trip was great for my relationship with Gretchen, too. I know her a lot better now. When we went boogie boarding and hung out together on the plane, we finally got to relax and be silly. Then, after we got back, we spent the entire day relaxing together and talked a ton." Since the trip, Evan has been like a new person in the classroom. In fact, one day she rushed up to excitedly tell me about her lesson on water habitats. "I had such a fabulous day with this activity, and the kids were so into it. It was my best lesson yet!"Then, a few days later she told me, "I have been doing so much planning, pretty much teaching the whole day. Every day Gretchen has just been having me kind of take over. Yesterday I taught the whole day without even thinking about it!"That week she spontaneously brought her work to seminar to share with her fellow interns the successful lesson she had created. Because the Expeditionary Learning teacher preparation program is school-based rather than university-based, the mentor teachers serve a vital role. We selected mentor teachers based on their exemplary teaching skills, their interest in mentoring, their ability to model successful practices of Expeditionary Learning, and their commitment to their own professional growth. The mentor teachers meet monthly in seminar format to reflect on what they are learning about effective mentoring and to support each other in creative problem solving when needed. Although each mentor's personality and style is unique, they all work closely with the interns on a daily basis. One day, for example, high school teacher Colleen Broderick and her intern, Jennifer Wolinetz, sat together amidst a sea of student essays and a rubric they had created. As they assessed the papers together, they discussed each student's level of performance as compared to the rubric. Then they considered ways in the which the rubric could sometimes be misleading and give an inaccurate assessment of quality. Another day, Jennifer enthusiastically jumped up from her desk and said to her mentor, "I'm so excited! I've created my first rubric all by myself!"Middle school teacher Kathleen McHugh described a day when her intern, Heidi Nathanielsz, was teaching such an engaging humanities lesson that Kathleen spontaneously jumped up from her observer's stance and wanted to get involved. Elementary school teacher Jennifer Wood shared that her intern, Anne Spruill, gets so deeply engrossed in discussions with her third and fourth graders while probing deeply into their understanding of math concepts that she sometimes forgets it's time to clean up and go to lunch. Mentoring as Professional Development Several mentors have noted that interns bring a fresh perspective and new ideas to their classroom. According to one elementary school mentor, "It reminds me of that initial excitement and drive of being a beginning teacher; she brings that out in me. Having an intern has been a totally regenerative thing for me. Last year I felt so burnt out, and this has rejuvenated me-an amazing shift; it recharged my batteries. I am so grateful for this program." Instead of completely turning over the classroom early in the semester, mentors either team-teach with the intern or work with a small group of students or individuals while the intern has another group. One mentor commented, "The teaming aspect of mentoring is fabulous-it's a great way to get interns to where they can be on their own. Teaming itself changes the role of the teacher so much-I am a collaborator, then a guide. You start by holding their hand, then gradually start letting go of their hand to let them swim on their own."Another mentor told me, "I think I would have jumped at getting out of the classroom more, but I like having an intern in there so I can step back and work with individual kids one on one more often. In that sense it's been really good for me." In this program, mentors as well as other faculty members have a chance to expand their traditional classroom roles to lead workshops for the intern seminars on topics of expertise, such as expedition and lesson planning, constructivism, and issues of inclusion. After facilitating a fieldwork excursion and a workshop on modifying instruction for special needs students, Leslie Raynor, RMSEL's director of special education, told me that leading that session "absolutely contributed to my professional growth. It made me organize my thoughts and present thoughtfully to other adults in a group setting. The intern group is willing to listen, gives feedback readily, is open to new ideas and discussion."RMSEL's executive director, Rob Stein, who has led several workshops for the interns, agrees that teaching the interns "allows me to clarify my own thinking and gets me in touch with where beginning teachers are. Plus, it's fun." Teachers as Researchers Another unique aspect of this mentor / intern program is that mentors and interns both have the opportunity to develop the habits and dispositions of teacher-researchers. As one elementary school mentor told me, "Having an intern has turned my classroom into a laboratory. It feeds my energy to be able to talk about so many classroom moments with her. We ask each other, 'What do you think about why that just happened, what that student said?'"Whatever they don't have time to discuss face-to-face, this intern / mentor pair writes to one another in their collaborative journal. In general, the interns ask lots of questions and need lots of explanation. By examining and articulating their own thought processes, the mentors help the interns learn the often intangible parts of planning and good teaching and have a chance to reflect on their own practice. As one teacher remarked, "In the midst of something, if it's not working, I switch gears a lot. A benefit for me is that I have had to think more about process because that is what my intern needs." A more seasoned mentor said, "I probably don't go through the details of explaining or writing lesson plans as much as a younger teacher would because I have a bag of tricks I can draw on. A lot of it is in my head and just comes out. In some ways, when working with an intern, this might be construed as a negative. For example, at the end of last week I scribbled down 5 or 6 things I wanted to accomplish in class this week. Today my intern and I sat down and figured out where to put everything. Working with an intern makes me talk about what I do with someone else. Otherwise I tend to keep it to myself. Now I need to talk out loud about my thinking. It helps me be more vocal about teaching in general." One mentor summarized her overall experience by saying, "Mentoring has been the best professional development I have had. Just having an intern in the room raises my awareness about what is going on in the classroom. She is a powerful presence who helps me to be thoughtful about what I'm doing. And she gets me into pedagogical conversations that I haven't had since grad school." The program is also set up to help interns learn that teaching involves more than just delivering content and managing students. They are asked to wonder, speculate, and question their own work and that of veteran teachers in order to deepen and articulate their knowledge and understanding of teaching and learning. As Donald Freeman explains, uniting these two sides of teaching-the doing and the wondering-is what teacher-research is all about.1 In the weekly seminars, interns regularly reflect on the meaning and implications of their actions and those of the mentors. For example, one day interns brought in lesson plans they had created and taught. As a group, we analyzed the soundness of the lessons on paper compared to criteria they had developed from weeks of observation and experimentation. Then, each intern shared how the lesson had turned out in reality, we discussed the reasons for success or failure, and we created new knowledge of planning skills together. We believe that developing self-assessment skills and the ability to reflect on one's practice is another form of teacher-research. For example, interns sometimes videotape their lessons and then critique themselves while viewing the tapes. "I had no idea so much was going on that I wasn't even aware of,"commented one upper school intern after watching herself on tape. The mentors also help the interns develop self-assessment skills by providing regular feedback on their interns' developing teaching practice, usually both in writing and orally in an informal debriefing conference. Sometimes mentors simply jot down things they notice and wonder as they observe the class or general impressions that come up while observing the intern. Other times the mentor's observation technique is more specific. Mentors might script word-for-word exactly what both the intern and the students say in class; note the connections students make during a literature discussion; or track the flow of conversation in a Socratic seminar. Interns have said that feedback in this form is extremely helpful and allows them to develop self-awareness of their own teaching. Struggles and Solutions Although there are many benefits of this mentor / intern program, there have also been some challenges. One major struggle that has emerged is the lack of time mentors feel they have to do the job well. Several mentors have also expressed frustration that they had not had time to do some of their normal repertoire of "best practice"activities in their classrooms, because they were focusing on the nuts and bolts for their interns. Several of the mentors acknowledge that it is hard to let go of their classes. As one mentor said in the fall, "My problem is that I have to let go of being the manager of the classroom. I'll be sitting in the back taking notes [while the intern is teaching], and I'm giving the evil eye to kids and making sure they are staying on task. I do not know what is wrong with me. I can't stop! I'm managing from the back of the room."Another mentor added her concerns early in the year: "It's so hard to let go when the interns are not yet following through completely on the culture and expectations I have set up. I think it's confusing for the kids. The interns have only been assessing a little bit of work so far. I admit it's kind of a control thing. It's my only consistent relationship with the students, and I'm leery of giving it up." In several of the mentors' reflective seminars, we discussed possible reasons for these struggles. Since an intern comes in to the program with less previous experience in schools and in planning instruction than a typical student teacher, the interns' progression of classroom responsibility is slower, and the mentor needs to keep the intern "on belay"for a longer period of time. In the beginning stages, the mentor is not freed up very often to pursue other professional growth activities. To remedy these issues, the mentors suggested that in the future interns spend the first four to six weeks of the program doing focused observations of many good teachers without taking on much responsibility for teaching until later in the first semester. We have also managed to create more time for the mentors and interns to meet during the school day by hiring a substitute teacher who rotates from class to class and releases each mentor-intern team for over an hour so that they are free to meet together. Now that we are in the second semester and interns are taking on more teaching responsibilities, mentors are hopeful that there will be more time available for their own reading, writing, reflection, and observation of colleagues' classes. "If I had the support of this group to do a book group or something, that would be awesome! Let's push ourselves towards the objectives of the program,"remarked one mentor recently. This teacher preparation program is still new, and we are still smoothing out the rough edges and learning every day ways to improve the quality in the future. Very importantly, like the immersion section of an Outward Bound course, this program provides the first-hand experiential learning that pre-service teachers need. It also gives experienced teachers a chance to stretch themselves and face new challenges. We have created a setting where all teachers-beginning and veteran-can push themselves beyond their comfort zones because they know they are safely held "on belay"by their colleagues. Reassured by this safety net, they discover that they have more in them than they realized. Beth Dorman is the Director of the Expeditionary Learning Teacher Preparation Program and a former upper school teacher at RMSEL in Denver, Colorado. 1 Freeman, D. (1998) Doing Teacher-Research: From Inquiry to Understanding. Albany: Heinle & Heinle.
Uncovering the Craft of Teaching Literacy
by Mairéad Nolan
Teachers at Rafael Hernandez Two-Way Bilingual School in Boston
recently embarked on their own learning expedition to improve literacy
instruction in the fourth through eighth grades. Through a series
of workshops, the teachers discussed and modeled a variety of practices.
This article is excerpted from a longer exploration of this learning
process included in the forthcoming book, Literacy All Day Long,
which will be available in July, 2000.
Self-Discovery and Direct Instruction
Although teachers willingly joined our learning expedition on literacy instruction, that does not mean we all agreed on the ideas presented. For example, I noticed a tension between the concept of direct instruction and the design principle Self-Discovery. Our school certainly has no policy against direct instruction, and many teachers provide explicit instruction. Yet we wanted to ask ourselves if students needed more direct instruction and opportunities to practice. Were students provided with adequate support in completing projects? Too much support? For example, as part of an expedition entitled, "Plant and Animal Life Cycles,"teachers asked students to write an essay on how to create a terrarium. Because students had done fieldwork, gathered the materials they needed, and made their own terrariums, we felt they were well prepared to write this "how-to"essay. We gave the writing assignment, and they diligently set to work. Their pieces included descriptions of their trip to gather plant life, their terrarium, and almost anything but instructions on how to create a terrarium. Students knew how to build a terrarium. What they did not know was how to write about building a terrarium because we had not taught them this skill. In a study group, we looked at these first attempts and then discussed the instructional strategies we could use. We decided to give mini-lessons on identifying an audience and on creating a web that outlined the steps of constructing a terrarium. Once the teachers provided explicit instruction on webbing and audience, they once again asked students to write their essays. I asked one of the teachers how the second attempt went. "Well,"she replied, "they all wrote great webs but when they began writing, they didn't even look at them. Some of the children had their webs turned over or inside their desks!"The next lesson was on how to use a web. Sometimes as teachers we take things for granted. Our students needed to have many skills under their belts before they could successfully write their essays on how to build a terrarium. A few students instinctively knew, and even their first attempts were fairly good. After they had had clear instruction and meaningful active experiences, however, every student wrote an effective essay. Success and Failure: Teaching Reading Comprehension When our workshops began focusing on reading comprehension, we realized once again that expeditions have unexpected challenges. We used the book Mosaic of Thought, by Ellin Keene and Susan Zimmermann, to lead us into the terrain of teaching comprehension, and while the book sparked many engaging discussions, putting its suggestions into practice proved much harder than we thought. The authors of Mosaic of Thought assert that students need explicit and in-depth instruction on the strategies that successful readers employ while reading. Relying on research, they have identified seven strategies that include activating prior knowledge before, during, and after reading; determining the most important ideas in a text; asking questions; and drawing inferences. Keene and Zimmermann suggest that teachers provide direct instruction by modeling and pointing out the strategies they themselves use while they read aloud to the class. After our group read Mosaic of Thought, we decided to spend time in the workshops practicing the strategies. We began with an easier one: asking questions of ourselves, the author, and the text. We chose this because we felt that many of our students were passive readers who did not engage with the text while reading, nor even expect to understand. We thought this strategy might provide a less risky entry point into text for our students. I brought in the picture book, Frederick, by Leo Lionni, and pretending my colleagues were my students, read the book aloud. As I read, I paused to ask questions such as, "I wonder if the mice minded that Frederick ate food that he didn't gather."When I finished, the teachers offered me excellent feedback, such as the comment that I had asked too many questions and might lose my younger listeners. We spent a number of workshop sessions asking one or two teachers to practice strategies in front of the group. One discussion revolved around the amount of time we needed to spend on modeling a strategy before asking for students' contributions. This question came down to how much explicit instruction children need. One teacher commented that if we stated the strategy clearly-such as using features of text such as headings and italics to find the important ideas-then the students would get it quickly and we could move on. Another teacher disagreed, saying, "If they all 'just got it,' my sixth graders wouldn't be where they are. They're not just getting it."A healthy debate ensued, one that continues as we keep experimenting with these new forms of instruction. Teachers have tried some of the strategies in their rooms, but not in a comprehensive manner. We are still dabbling, jumping in and out. We have found some strategies easy to use, such as connecting a text to your own life or to other books, but we hit a wall with the strategy of determining the most important ideas and themes in a text. Teachers brought in passages they were reading with their classes, and we practiced reading out loud and modeling our own thinking for one another. This involved much more risk-taking than the previous strategies; I know that at times I felt exposed. At one point, a teacher paused in her oral reading to say what she thought was the main idea. Another teacher, acting as a coach, asked her how she knew the main idea. Exasperated, the teacher responded, "I just know it is, that's all!"Her honesty broke the tension, but it also drove home how difficult this work can be. Mosaic of Thought offers a promising model for student achievement, but it is not a "how-to"manual, and we continue to learn from practicing, making mistakes, and trying again. Mairéad Nolan is director of instruction at Rafael Hernandez School in Boston, Massachusetts. What Constitutes Excellent Work? Teachers' and Students' Definition
Looking at Student Work In the first step of the process, a skilled first-year eighth-grade social studies teacher, Kerry McKibbin, presented her student project "Chronicling the Times: Creating a Revolutionary War Newspaper"to the staff. She shared a project outline, a rubric, a student self-evaluation, and sample newspapers. The staff broke into small groups to record observations, then reported their observations out and asked Kerry clarifying questions. At the next staff meeting each member of the faculty brought similar artifacts from their classrooms and shared them in small groups, again searching for markers of excellence. From these first two workshops, the teachers assembled a master list of qualities of excellence. This list included points such as "Students have the freedom to find their own definition of excellence within a rubric, or framework,"and "Responsibility and enthusiasm are implicit in the process and the product." Opening Classroom Doors to Colleagues As the level of trust among colleagues grew in the workshops, the timing seemed right for launching the "buddy system."In the "buddy system,"teachers paired up and visited each other's classrooms to observe how expectations of excellence were communicated. Dale, who facilitated the workshops, worried that the teachers might become defensive about opening their classrooms to each other, but consultations with the teachers proved his fears unfounded. Indeed, once they began, the visits took on lives of their own, with teachers not only visiting their official buddies, but often several other teachers as well. Teachers said they found it interesting to observe students in different subject area classes. One teacher commented about a particular student who is distracted and unproductive in her class. She noticed that during math he was much more engaged in the work. An eighth-grade history teacher was excited about visiting a seventh-grade history class. She realized that if she were well versed in seventh-grade curriculum and expedition work, she could more effectively build on student learning in the eighth grade. She also recognized the power of having teachers work together across grades to consider the ongoing development of practices such as peer assessment, group work, and portfolios, "If teachers are aware of what is happening in other grades, we can more effectively build on student knowledge to create more sophisticated strategies for students to use as they get older." Student Views of Excellence With the teachers' ideas on excellence and clear expectations now recorded and compiled, Patti interviewed individual and groups of students to find out how they viewed excellence and defined clear expectations. Students told her that they felt motivated to produce excellent work when the assignment provided opportunities for their individual input, particularly when they could write about an interest connected to the classroom material. Again, they stressed the importance of clear expectations for an assignment. "When we can take off in a direction that interests us it makes it easier to get excited about schoolwork,"one student said. "But it's hard to do that sometimes, especially if the assignment is not real clear. I have to know exactly what has to be included in the assignment or I could get carried away with my own interest.'"Students explained that creating rubrics helped them to know what is expected. "When I know how parts of the assignment are valued, I know where to put my energy. I can make decisions about how to spend my time. Many students stated that expectations for group projects were often unclear. "I could do my part of the project very well, but if someone else doesn't, we get a bad grade. Teachers don't always take our individual efforts into account when giving us a group grade. This doesn't seem fair."Students generally felt unprepared to deal with group members who were not doing their share of the work. As one student stated, "If we want a good grade for a project, sometimes I just have do someone else's share of the project and the teachers don't really seem to notice." Patti asked the students to assign value to components of an assignment, such as creative presentation, technical detail, planning the assignment, researching the topic, listening in class, doing homework, and revising the work. The averaged student ratings indicated that, overall, students felt that planning an assignment and doing research were the most important for producing excellent work. Most students felt that the technical aspects of the assignment-spelling and punctuation-were least important to them. Student and Teacher Views Side-by-Side During the final teacher workshop, Dale and Patti shared comments from the teachers' observation of their colleagues' classrooms and excerpts from the student interviews. Patti and Dale placed the teachers' observations side-by-side with students' comments on similar topics. Below are some excerpts. Behavioral Expectations/Group Work Teacher: Great on task conversations, but students talk out without raising hands. It works, but it would be crazy in my class. Student: It is important to really understand what the teacher means; you have to ask clarifying questions. Sometimes it's really hard to know what the teacher really wants; it's hard to do a good job then. Teacher: A student addresses the audience. Good acoustics in the class. Reads at a good pace. Student: I learn to know how to judge my own writing by comparing my work to the work of others through peer assessment. Teacher: Some students were on task while others were not managing their time constructively. Student:Group work is hard when everyone does not work together. We are supposed to get along. This is hard in some groups. The teachers let too many students slide. Modeling/Rubrics Teacher: The students seem clear about what is expected, though they don't know how to value each step of the rubric. They worry about a 10 point criterion, but ignore a 50 point, less interesting one. Student: Revising work is really important, feedback from my classmates is important, spell check and checking to see if all criteria are met. Teacher: The group seems to almost be finished with the paperwork, but do they know what a final good paper should look like? Student: I reread my work to myself to hear if it sounds professional. If it does then I know it is good. Teacher: Students settle down pretty quickly, with humor, presentation guidelines on the board. Students copy, students read. They participate, examples are given. Student: We can tell when the teacher is interested in what is being taught. Teacher enthusiasm helps to get me interested in doing a really good job. Teacher: Modeling, talking, and inter-relating skills works out well. Student: It is helpful to have examples of great work. Some teachers show us models of excellent products--"A"work. I know I have done well when the teacher displays my work. Freedom/Accountability Teacher: The task is clear but students have the freedom to express themselves. I see a variety of interpretations of the project. Student: I know my work is excellent when the expectations are clear but I have the freedom to meet them in a variety of ways Teacher: Some students are frustrated because they can't express their ideas within the medium. Student: Projects are best when they are interesting to us, when we get to pick a topic that is interesting to us and when we can present the work in many ways, like presentations, debates and puppet shows. Teacher: I hear some students trying to describe what is excellent, fair, etc., and I can tell this is challenging for them. Student: I know when I get a good grade from a hard teacher that I have done excellent work. Teacher: Students already know about the subject but the creation of an actual waterfall crystallizes the idea. It allows them to visualize the concept. Student: When we can be creative with the final assignment that makes it easier to do excellent work. Because it is exciting to ME, I'm not just doing some dumb assignment for the teacher, As a result of all the staff learned in their observations and workshops, they would like to take their work on excellence to the next step. Teachers realized that by focusing on portfolios they could address all of the concerns raised by the first year's work. They plan to have weekly lunches where they share existing designs for student portfolios, including rubrics, reflection sheets, grading practices, and overall format. By having the meetings during lunch, there will be no distractions of "administrivia." Through past explorations and future plans around excellence, these teachers demonstrate Outward Bound founder Kurt Hahn's phrase, "We are crew not passengers."It is this spirit that drives cooperative learning for teachers and students in Expeditionary Learning schools and lies at the heart of a "culture of excellence." Patti Smith is an Expeditionary Learning Outward Bound school designer based at the New York City Outward Bound Center. Dale Worsley is a professional development consultant for New York's District 2 who works in the Lab School.
By Heidi Nathanielsz
As a child, whenever
I was faced with a challenge my father would always encourage my
struggles with the same statement: "It's good for you. It builds
strong bones and teeth."As I got older and began to seek out new
challenges, his words were always in the back of my mind, urging
me on. It wasn't that I honestly believed that whatever desert I
was hiking or canoe that I was paddling held the same dietary value
as a cold glass of milk, but I did believe that there was an inherent
value for my mind and body by doing something hard.
I had climbed a few mountains, paddled numerous miles of North American waterways, and toiled away at unsatisfying jobs before realizing that I wanted to teach high school English. This decision, plus my experiences with Outward Bound and other experiential education programs, led me to the conclusion that I wanted to teach in a different kind of school; one that celebrated the ideas that I held about education and "learning by doing."Expeditionary Learning Outward Bound and its Teacher Preparation Program at the Rocky Mountain School for Expeditionary Learning was the perfect fit, so I was off to Denver to embark on this latest challenge. Daily challenges of developing engaging lesson plans and getting everyone's work assessed taught me to use my resources wisely and cherish my weekends. Larger challenges of finding connections with my students whose lives were so different than mine was as a child forced me to understand the very real, very immediate problems many of my students deal with every day. Working with kids has made me a better listener, a better student in my own learning this year, a better child to my parents, and a better teacher than I ever expected to be. Luckily for me, I was not on a solo trek this year; the amazing group of women who made up the pilot year intern cohort, my mentor teachers, the Rocky Mountain School of Expeditionary Learning community, and our program director were always providing the much-needed support it took to face each new challenge as it presented itself. One of our seminar presenters said to us late last fall, "Teaching is hard. I'll say it again. Teaching is hard."She was right. Both times. But the rewards are invaluable: a greater capacity to love and understand children, a new way to look at reading and writing, the excitement of watching a light go on in a child's brain, knowing that your school is a safe refuge for kids not ready to deal with the challenges of adult life, and of course, strong bones and teeth. Heidi Nathanielsz is a secondary humanities teaching intern in the Expeditionary Learning Outward Bound Teacher Preparation Program. |
