Leadership Pathway Rigor in Grades K 5 Summer

Leadership Pathway: Rigor in Grades K– 5 Summer 2017

RIGOR IN GRADES 6– 8 Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor timeframes (start, end, activity). • Be an active and hands-on learner. • Use technology to enhance learning. • Strive for equity of voice. • Contribute to a learning environment where it is “safe to not know. ”

RIGOR IN GRADES 6– 8 Feedback on Feedback Plus Delta

RIGOR IN GRADES 6– 8 Parking Lot Let’s go back and see if questions were addressed…

RIGOR IN GRADES 6– 8 Equity isn’t giving every student the same thing; it’s giving every student what they need. It is about fairness. Ensuring all children – regardless of circumstance – are receiving highquality and standards-aligned instruction is an equitable practice. We want to ensure standards-aligned instruction is causing the equitable practices needed to close the gaps caused by racism, bias, and poverty. All week, we will explore our learning through this lens, and we will capture those moments visibly here in our room.

RIGOR IN GRADES 6– 8 Share Your Learning Don’t forget to jot down ideas for • Light bulb moments • Why I teach/lead 6

RIGOR IN GRADES K– 5 The Week at a Glance Day Monday 8: 30– 4: 30 Tuesday 8: 30– 4: 30 Ideas Focus and Coherence Rigor Observing the Standards and Shifts Adaptations for Struggling Learners Wednesday The Foundation Components of an Effective Literacy Program Thursday Building Knowledge and Vocabulary The Juicy Language of Text 8: 30– 4: 30 Friday 8: 30– 2: 30 Organizational Systems and Structures

RIGOR IN GRADES K– 5 Objectives and Agenda Objectives: • Participants will be able to describe three aspects of rigor and why rigor is important. Agenda: I. Opening II. Activator • Participants will be able to evaluate standards, tasks, and lessons for aspects of rigor. III. Rigor: What and Why? • Participants will be able to observe and coach the rigor shift in teacher practice. V. Observing for Rigor IV. Find the Rigor VI. Apply an Equity Lens to Rigor

RIGOR IN GRADES K– 5 Teachable Moments Activator Step One – Pair Stand find a partner. Remain standing. Step Two – Count At the facilitator’s direction, count off 1– 6. Step Three – Analyze 4 min. – Analyze your assigned statement for its misconceptions. Step Four – Role Play 3 min. – Practice coaching to undo the misconception(s). 3 min. – Provide feedback.

RIGOR IN GRADES K– 5 Teachable Moments Activator 1. Counting and Cardinality isn’t relevant in 1 st grade, because there is no CC domain in 1 st– only Kindergarten. . 4. My kids can’t do 4. NF. A. 1 so I’m teaching 3. NF. A. I first. 2. I decided to skip the 4 th grade Geometry domain because everything in there is an additional cluster. 5. To strengthen connections, I’ll make sure that my students are solving each problem in as many different ways as possible. 3. I’m going to make sure I spend at least half my time this year teaching the major work of the grade. 6. I’m going to make sure all the problems/tasks that I assign always align to at least two different standards.

Rigor – What and Why? “Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades. ” From the Common Core State Standards

RIGOR IN GRADES K– 5 From the CCSS for Mathematics “Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? ” “There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y). ” “Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness. ”

RIGOR IN GRADES K– 5 Paired Learning Activator Is there a time where you learned a procedure or a mnemonic or a way of doing the math without understanding why or what math you were doing? And what impact did that have on your future learning—if any?

RIGOR IN GRADES K– 5 From “Adding It Up”

RIGOR IN GRADES K– 5 From TIMSS Video Study

RIGOR IN GRADES K– 5 From TIMSS Video Study

RIGOR IN GRADES K– 5 Consider this Contrast USA How can I teach my kids to get the answer to this problem? Japan How can I use this problem to teach the mathematics of this unit?

RIGOR IN GRADES K– 5 Three Aspects of Rigor • Procedural Skill and Fluency: The standards call for speed and accuracy in calculation. • Conceptual Understanding: The standards call for conceptual understanding of key concepts, such as place value and ratios. • Modeling/Application: The standards call for students to use math in situations that require mathematical knowledge.

RIGOR IN GRADES K– 5 Find the Rigor Protocol: 1. Do the math. 2. For each, what aspects of Rigor are emphasized and how do you know? 3. What are the grade level standards associated with each one?

RIGOR IN GRADES K– 5 Task #1 a. Juanita spent $9 on each of her 6 grandchildren at the fair. How much money did she spend? a. Nita bought some games for her grandchildren for $8 each. If she spent a total of $48, how many games did Nita buy? a. Helen spent an equal amount of money on each of her 7 grandchildren at the fair. If she spent a total of $42, how much did each grandchild get? 3. OA. A. 3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e. g. , by using drawings and equations with a symbol for the unknown number to represent the problem).

RIGOR IN GRADES K– 5 Task #2 The teacher gives the equation 4 × ___ = 12. Charlie finds the answer by writing and solving 12 ÷ 4 = ___. Explain why Charlie’s method works. 3. OA. B. 6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

RIGOR IN GRADES K– 5 Task #3 1. Facts for speed and accuracy: a. ___ × 5 = 15 b. 10 ÷ 1 = ___ c. ___ = 6 × 10 d. ___ =20 ÷ 5 e. ___ = 7 × 10 f. 1 × 6 = ___ g. 9 × 2 = ___ h. 0 × 5 = ___ 3. OA. C. 7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e. g. , knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

RIGOR IN GRADES K– 5 Identifying Rigor in the Standards Procedural Skill and Fluency Conceptual Understanding 3. OA. C. 7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e. g. , knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

RIGOR IN GRADES K– 5 One Final Point: A Balance of Rigor The Standards … set high expectations for all three components of Rigor in the major work of each grade. (1) The three aspects of Rigor are not always separate in materials. (2) Nor are three aspects of Rigor always together in materials. (3) EVERY student MUST have opportunities to work at achieving the balance of rigor

Observing for Rigor 25

RIGOR IN GRADES K– 5 Key Supervision Questions for Rigor What to Look For Opportunities for students: • to become more fluent (efficient and accurate) with procedures • Students practice, many times, with facts and procedures. • Fluency activities build upon conceptual understandings students already have. • to build their conceptual understanding • Students being asked “why” to rationalize their thinking. • Students working with models to process their thinking. • to model/apply their thinking, particularly in real world situations • Students working on rich math problems. • Students use math absent of external prompts (e. g. , “use addition to solve this problem”).

RIGOR IN GRADES K– 5 Observing for Rigor Standard: 5. MD. A. 1, 5. NF. B. 3 Prepare • Look up the standard. • Determine the aspects of rigor embedded in the standard. Capture Evidence of Rigor Aligned to the Standard • Procedural Skill and Fluency • Conceptual Understanding • Modeling/Application

RIGOR IN GRADES K– 5 Observing for Rigor 5. MD. A. 1 - Convert among differentsized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems. 5. NF. B. 3 - Interpret a fraction as division of the numerator by the denominator. Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

RIGOR IN GRADES K– 5 Observing for Rigor

RIGOR IN GRADES K– 5 After the Observation Procedural Skill and Fluency Evidence • Students practice, many times, with facts and procedures. • Fluency activities build upon conceptual understandings students already have. Conceptual Understanding Evidence • Students asked “why” and to rationalize their thinking. • Students work with models to process their thinking. Modeling/Application Evidence • Students work on rich math problems. • Students use math absent of external prompts.

RIGOR IN GRADES K– 5 After the Observation What questions would you now want to ask Mr. Colon?

RIGOR IN GRADES K– 5 Questions That Develop Rigor Procedural Skill and Fluency If fluency opportunities are not present: • Ask where fluency practice is/will be built in upcoming lessons. If students show fluency as a limiter in their math work: • Ask how students’ lack of fluency will be addressed. • Consider curriculum: fluency activities from high-quality lessons for the area that is limiting students. Conceptual Understanding If conceptual understanding opportunities are not present: • Ask how more opportunities may be worked into what the students are thinking when working with math concepts. If students show conceptual understanding as a limiter in their math work: • Consider gaps: re-ask questions in Coherence activities. • Consider curriculum: study high -quality lessons aligned to the standard of Focus. Modeling/Application If application opportunities are not present: • Ask how more application opportunities can be folded into the student math experience. If students are provided external prompts to complete application problems: • Ask how the teacher can adapt opportunities so students can apply math without the prompting. • Consider curriculum: study highquality tasks aligned to the standard of Focus.

RIGOR IN GRADES K– 5 Thumb Rating: Did we meet our objectives? Objectives: • Participants will be able to describe three aspects of rigor and why rigor is important. • Participants will be able to evaluate standards, tasks, and lessons for aspects of rigor. • Participants will be able to observe and coach the rigor shift in teacher practice. • Apply an equity lens to observe and coach the rigor shift in teacher practice.

RIGOR IN GRADES K– 5 Processing & Application STOP AND JOT • What important understanding do you want to take away from our discussion about Shift 3? • What implications does the importance of rigor have for your work? Consider: Professional development Planning Curriculum Equity Systems/Structures Policy & Programming

Leadership Pathway: Observing the Standards and Shifts in Grades K– 5 Summer 2017

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Objectives and Agenda Objectives: • Participants will be able to observe and coach teachers on the standards and the shifts in mathematics. Agenda: I. Observing for Standards and Shifts II. Lunch III. Coaching Role Play IV. Apply an Equity Lens to Observing the Standards and Shifts V. Reflection

Observing for Standards and Shifts 37

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Observing for Standards and Shifts Standard: 2. MD. D. 10 Prepare: • Look up the standard. • Determine Focus. • Determine prerequisites (Coherence). • Determine aspects of Rigor. Capture Evidence: • What standards are being taught? • Is the instruction addressing the intended standard? • Where do you see evidence of students learning? Students working harder or taking longer to grasp concepts? • What aspects of Rigor are emphasized? • Is the instruction equitable?

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Observing for Standards and Shifts

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 After the Observation Step One – Focus Start with the Standard. • What standards are being taught? • Is the instruction addressing the intended standard?

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 After the Observation Cluster: Represent and interpret data. 2. MD. D. 10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 After the Observation Step Two – Coherence Review student evidence. • Where do you see evidence of students learning? Students struggling? • Are the students who are getting it making connections to previous learning? • For students who are not getting it, is the teacher leading students to make connections to previous learning? • What prerequisite knowledge and/or skills might be missing?

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 After the Observation Step Three – Rigor • What aspects of rigor are embedded in the standards? • What evidence did you capture of: • Procedural skill and fluency • Conceptual understanding • Modeling/Application • Is the instruction addressing rigor appropriately? • How is the instruction equitable?

Lunch!

Welcome Back 45

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 So, what is not aligned in this instruction? Focus Coherence Rigor

Coaching Role Play 47

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Coaching Role Play: Purpose and Process The objective of this activity is to give leaders practice coaching a teacher/leader on standards- and shifts-alignment in the context of an authentic classroom situation. Get Ready (4 min. ) Pair Up (2 min. ) Role Play & Feedback #1 (11 min. ) Role Play & Feedback #2 (11 min. )

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Coaching Role Play The objective of this activity is to give leaders a chance to practice coaching a teacher/leader in the context of an authentic classroom situation. 4 minutes – Everybody gets ready. ➢ Identify your goals for this coaching session. ➢What do you want the teacher/leader to know and be able to try as a result of this interaction? ➢ Draft entry question(s), clarifying questions, and probing questions. ➢ Draft key learning and next steps you want the teacher to walk away ready to try. 2 minutes – Pair up. ➢ Choose a partner. ➢ Identify who will go first. ➢ Role Play #1 shares goals and the level of “heat” you’d like to practice coaching.

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Role Play #1: 5 Minutes

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Role Play #1: Reflect and Feedback 1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view. 2 minutes – Identify what worked. Coach first ➢ Start with stating your goal(s) for the discussion and 1– 2 moves you made that supported that goal. ➢ Share 1– 2 other pluses that you can identify. Teacher/Leader ➢ 1– 2 moves that the coach made that deepened your understanding of standards- and shifts-alignment. 2 minutes – Identify suggestions for improvement. Coach first ➢ 1– 2 things you’d like to do differently or improve Teacher/Leader ➢ 1– 2 things the coach should consider to strengthen practice.

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Transition to Role Play #2 Review preparation notes. Share coaching goals and the level of “heat” you’d like to practice coaching.

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Role Play #2: 5 Minutes

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Role Play #2: Reflect and Feedback 1 minute – Each role writes reflections of effectiveness of coaching conversation from their point of view. 2 minutes – Identify what worked Coach first ➢ Start with stating your goal(s) for the discussion and 1– 2 moves you made that supported that goal. ➢ Share 1– 2 other pluses that you can identify. Teacher/Leader ➢ 1– 2 moves that the coach made that deepened your understanding of standards- and shifts-alignment. 2 minutes – Identify suggestions for improvement. Coach first ➢ 1– 2 things you’d like to do differently or improve. Teacher/Leader ➢ 1– 2 things the coach should consider to strengthen practice.

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Thumb Rating: Did we meet our objectives? Objectives: • Participants will be able to observe and coach teachers on the standards and the shifts in mathematics. • Apply an equity lens to observe and coach teachers on the standards and the shifts in mathematics.

OBSERVING THE STANDARDS AND SHIFTS IN GRADES K– 5 Processing & Application STOP AND JOT Think about your initial knowledge of the standards and the shifts in mathematics. • • What new learning do you now have? What do you intend to do differently in your role and context? Consider: Professional development (for you and others) Planning Curriculum Equity Systems/Structures Policy & Programming

Leadership Pathway: Adaptations for Struggling Learners K– 5 Summer 2017

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Objectives and Agenda Objectives: • Participants will be able to assess a curriculum for Focus and use across-grade Coherence to guide adaptation. Agenda: I. Naming the Challenge II. Curriculum Map Scavenger Hunt III. Curriculum Map Adaptation • Participants will be able to adapt a curriculum map for students below grade level. IV. Leading Adaptive Change • Participants will be able to identify the technical problems and adaptive challenges that must be addressed in order to lead change. VI. Apply an equity lens to Adaptations V. Role Teams VII. Survey

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Naming the Challenge What percentage of your students are not at grade level in mathematics?

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Avoiding the “Blanket Review”

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Percentage of 8 th Grade Math Lessons That Were Entirely Reviewed, by Country (1999)

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 From the Appendix to the Publishers’ Criteria “The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade-level content, but should prompt explicit attention to connecting grade-level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built. . . Much unfinished learning from earlier grades can be managed best inside grade-level work when the progressions are used to understand student thinking. ”

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Curriculum Map Scavenger Hunt You’ll look at: • The curriculum map for the year • Titles of each module • The standards associated with each module

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Curriculum Map Scavenger Hunt The purpose of this activity is to practice analyzing a curriculum map for Focus, an essential input when making decisions about adjusting scope and sequences. 1. How many modules focus on major work? 2. How many days of instruction are needed? 3. What percent of the instructional year is this? 4. Name all modules that include major work, supporting, and additional content standards.

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Adaptation Process: Scope and Sequence Use the progressions to add prerequisite standards from prior grades to all units. + X. 1, Y. 2 + X. 1, Z. 5 + Z. 2 + X. 3 + X. 1, Z. 5 + X. 1, Y. 5 + X. 4, Y. 5, Z. 6 X = Grade Below Y = 2 Grades Below Z = 3 Grades Below Consider expanding focus on major content where necessary. Major Content

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Adaptation Process: Lessons The prerequisite standards we associate with each unit allow us to adapt lessons and additional lessons. Adapt lessons to include prerequisite content in the context of grade-level objectives. Consider adding additional lessons that address prerequisite content where necessary and appropriate. 1 2 3 4 5 6 7

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 A Pivotal Moment for Third Graders It is late October, and you are leading a third-grade team as team members plan to implement Module 3 in A Story of Units. Historically, this team has had good success ensuring that students are fluent with their multiplication and division facts, but the data indicate that a significant percentage of students struggle with applying what they know about these two operations to new or novel problems. What do you and the team need to do to adapt this module, so these students catch up? 1. Identify the prerequisite standards you'd need to adapt this module. 2. Identify adaptations for the sequence of lessons within the module. 3. Identify adaptations for the year-long scope and sequence.

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Final Points and Recommended Practices • • Adaptations for students who are working harder or taking longer to grasp concepts should take place within the units and lessons. More time can be given to the units with major work of the grade by adjusting the scope and sequence. When a review is needed, teachers should use the prerequisites at the beginning of a lesson to prepare students for the lesson’s grade-level content. If necessary, we can additional content lessons as well, where necessary and appropriate. In cases where upward of 50% of students are not at grade level, this strategy should be emphasized more.

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Final Points and Recommended Practices It is not a wise practice to: • Conduct mass reviews of content from prior grade levels, even for students who are below grade level. • Fill in knowledge gaps with mnemonics and recall strategies to unfinished learning from prior grades. Preserving Focus and Coherence is essential!

Leading Adaptive Change 72

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Individually Reflect and Write When you think about the current state of mathematics curricula, planning, and instruction back at home. . . and when you think about what you have learned in these past two days. . . How would you describe the ideal for this challenge and the reality as it exists now? How wide is that space and in what ways?

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Technical Problem? Adaptive Challenge? “An adaptive challenge is one which the team may have no idea how to solve. ” Adaptive challenges can only be addressed through shifts in people’s values, beliefs, behaviors, priorities, habits, and loyalties. Adaptive challenges require learning. “Technical problems have known solutions” that can be implemented by someone, somewhere. Not easy or unimportant, but the problems are welldefined. Technical problems require resources and expertise. “Problems do not always come neatly packaged as either adaptive or technical. Most problems come mixed, with the technical and adaptive aspects intertwined. ” Ronald Heifetz, Alexander Grashow, Marty Linskey The Practice of Adaptive Leadership

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Individually Reflect and Write Which parts of your challenge are adaptive? Which are technical? Have you been applying technical fixes to the adaptive work? In what ways are these changes adaptive for you? What do you have to learn? What shifts do you have to make of values, beliefs, behaviors, habits, loyalties and/or priorities? What will you do now?

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5 Pair and Share Which parts of your challenge are adaptive? Which are technical? Have you been applying technical fixes to the adaptive work? In what ways are these changes adaptive for you? What do you have to learn? What shifts do you have to make of values, beliefs, behaviors, habits, loyalties and/or priorities? What will you do now?

ADAPTATIONS FOR STRUGGLING LEARNERS IN GRADES K– 5 Role Team Time Join your role team. 1. Download your key learning with one another and share how it is relevant to your role. 2. Share how mathematics is going in your context and one step for improvement you are planning to take.

ADAPTATIONS FOR STRUGGLING LEARNERS IN GRADES K– 5 Thumb Rating: Did we meet our objectives? Objectives • Participants will be able to assess a curriculum for focus and use across-grade coherence to guide adaptation. • Participants will be able to adapt a curriculum map for students below grade level. • Participants will be able to identify the technical problems and adaptive challenges that must be addressed in order to lead change.

ADAPTATIONS FOR STRUGGLING LEARNERS K– 5

RIGOR, OBSERVING STANDARDS AND SHIFTS, AND ADAPTATIONS IN GRADES K– 5 References Slide Source 11 http: //www. corestandards. org 12 http: //www. nap. edu/read/9822/chapter/1 14– 16 http: //www. timssvideo. com/sites/default/files/TIMSS%201999%20 Math%20 Report. pdf 20 https: //www. illustrativemathematics. org/content-standards/3/OA/A/3/tasks/262 21 https: //www. engageny. org/resource/grade-3 -mathematics-module-1 22 http: //achievethecore. org/page/1084/unit-plan-introducing-multiplication-and-division-detail-pg 27– 30 https: //www. engageny. org/resource/grade-5 -math-use-measurement-system-and-fractions-solve-applicationproblems-5 md 1 -5 nf 3 38– 43 https: //www. teachingchannel. org/videos/3 rd-grade-graphing-lesson 62 https: //nces. ed. gov/pubs 2003/timssvideo/3 A. asp? Nav=3 63 http: //achievethecore. org/page/686/publishers-criteria 64, 65 https: //www. engageny. org/resource/pre-kindergarten-grade-5 -mathematics-curriculum-map-and-guidingdocuments https: //www. engageny. org/resource/grade-3 -mathematics-module-1 74 Ronald Heifetz, Alexander Grashow, Marty Linskey The Practice of Adaptive Leadership

RIGOR, OBSERVING STANDARDS AND SHIFTS, AND ADAPTATIONS IN GRADES K– 5 Image Credits Slide 9: https: //pixabay. com/en/error-www-internet-calculator-102075/ Slide 11: https: //pixabay. com/en/abacus-count-mathematics-485704/ Slide 13: https: //pixabay. com/en/meeting-talk-entertainment-together-1002800/ Slide 24: https: //en. wikipedia. org/wiki/Stool_(seat) Slide 44: https: //www. flickr. com/photos/hedera_baltica/24148468841 Slides 50, 52, 53: https: //pixabay. com/en/personal-silhouettes-human-1264695/ Slide 57: https: //www. flickr. com/photos/8106459@N 07/4468296467 Slide 60: https: //commons. wikimedia. org/wiki/File: Witton_Station_-_Mind_the_Gap_(7951403562)_(2). jpg Slide 65: https: //upload. wikimedia. org/wikipedia/commons/thumb/8/87/ Magnifying_glass_icon_mgx 2. svg/2000 px-Magnifying_glass_icon_mgx 2. svg. png Slide 70: https: //pixabay. com/static/uploads/photo/2012/04/28/18/33/mark-43913__180. png Slide 71: https: //pixabay. com/static/uploads/photo/2016/04/06/16/45/wall-1312196_960_720. jpg Slide 76: https: //pixabay. com/en/team-unity-celebration-dance-150149/ Slide 79: https: //pixabay. com/en/lamps-thank-you-door-workshop-1030901/