Field Study 1 Module 3 - GUIMARAS STATE COLLEGE PDF

 **GUIMARAS STATE COLLEGE** **Modules in Field Study 1** (Observations of Teaching -- Learning in Actual School Environment) **Module Title: Module 3** C:\\Users\\User\\AppData\\Local\\Temp\\ksohtml\\wps6D02.tmp.png **Topics:** 1\. Understand the learners 2\. Learner's de...

 **GUIMARAS STATE COLLEGE** **Modules in Field Study 1** (Observations of Teaching -- Learning in Actual School Environment) **Module Title: Module 3** C:\\Users\\User\\AppData\\Local\\Temp\\ksohtml\\wps6D02.tmp.png **Topics:** 1\. Understand the learners 2\. Learner's development & instruction **Module Introduction**: This module focuses on understanding the learners from childhood to adolescents' stages. For this learning experience, it deals on the characteristics and behaviors while the learners are in schools. While knowing their characteristics and behaviors it will help you learning more the best teaching and learning strategies to be implemented in class. Cognitive development of learners have great factors in learning which need to be observed so that you as future teachers know how and what to deal with the children and adolescents in school based on their cognitive domains. **Module Outcomes:** At the end of this module, the learners are expected to; 1. Understood the learners 2. Identified the learner's development & instruction **Lesson Presentation 1**: 1. Understand the Learners **Lesson Outcome:** The learners are expected to have; 1. Understood the learners  ***ACTIVATE***: (Module 3 Task 1- A) Observe evidences of cognitive abilities (Concrete operational) to the children in the video grade school class and do the task below. (For: BEEd) +-----------------------------------+-----------------------------------+ | Grade Observed: | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_ | | | Subject Area: | | | \_\_\_\_\_\_\_\_\_\_ | | | | | | Subject Matter: | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_ | | | | | | Lesson Objective: | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_ | | +===================================+===================================+ | **Cognitive Abilities** | **Evidences** | | | | | | ( Specific student | | | behavior/action/response/work | | | sample | +-----------------------------------+-----------------------------------+ | = Children can classify or group | | | things that belong together. | | +-----------------------------------+-----------------------------------+ | = Children begin to read and | | | write early in middle childhood | | | and should be skillful in reading | | | and writing by the end of this | | | stage. | | +-----------------------------------+-----------------------------------+ | = They can think through their | | | actions and trace back events | | | that happened to explain | | | situations. | | +-----------------------------------+-----------------------------------+ | = Children learn best when they | | | are active while they are | | | learning rather than just | | | listening to an adult explain | | | rules. | | +-----------------------------------+-----------------------------------+ | = Children can focus attention | | | and take time to search for | | | needed information. | | +-----------------------------------+-----------------------------------+ | = There is greater memory | | | capability because many routines | | | are automatic now. | | +-----------------------------------+-----------------------------------+ -- -- Observe evidences of cognitive abilities (Formal operation stage) to the adolescents in the video grade school class and do the task below. (For: BSEd/ BTLEd) +-----------------------------------+-----------------------------------+ | Grade Observed: | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_ | | | Subject Area: | | | \_\_\_\_\_\_\_\_\_\_ | | | | | | Subject Matter: | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_ | | | | | | Lesson Objective: | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_ | | +===================================+===================================+ | **Cognitive Abilities** | **Pieces of Evidence** | | | | | | (Specific student | | | behavior/action/response/work | | | sample | +-----------------------------------+-----------------------------------+ | = Adolescents can group and | | | classify symbols, statements and | | | even theories | | +-----------------------------------+-----------------------------------+ | = Adolescents can follow and | | | formulate arguments from premise | | | to conclusions | | +-----------------------------------+-----------------------------------+ | = Adolescents can hypothesize - | | | thinking of "what might be", | | | "what if ", and the possibilities | | | that can come out. | | +-----------------------------------+-----------------------------------+ | = Adolescents can perform mental | | | operations with symbols that may | | | not naturally exist in their own | | | world | | +-----------------------------------+-----------------------------------+ | = Adolescents can understand, | | | appreciate and produce metaphors | | | and other figures of speech. | | +-----------------------------------+-----------------------------------+ -- -- ***ACQUIRE***: Read and study with comprehension the text below. Understanding the Learners Learning experience is a follow up of what you have learned in your Children & Adolescent Learners and Learning Principles subjects. This field experience will specifically help you validate the age- typical cognitive characteristics of middle childhood (Grades 1 to 6) and adolescent (Grades 7 to 12) learners according to Piaget's theory of cognitive development. You will be focusing on these developmental stages since they are learners in Basic Education (K to 12).For this learning experience, it is suggested that BEEd and BSEd students should separately organize themselves. You will follow separate instructions but for the same learning outcomes. +-----------------------------------+-----------------------------------+ | Prepares FS Students for PPST: | Your Intended Learning Outcomes: | | | | | Domain: Curriculum and Planning | Identify the cognitive | | | characteristics of learners | | Strand : Planning and management | belonging to their particular | | of teaching and learning process | developmental stage. | +===================================+===================================+ | Your Experiential Tasks | Your Reflection | +-----------------------------------+-----------------------------------+ | 1\. Exposure | As a future teacher, are you | | | aware of the cognitive | | Recall age-typical | developmental characteristics of | | characteristics of school | middle childhood learners? | | learners according to Piaget's | Adolescent learners? | | cognitive theory | | | | | | 2\. Participation | | | | | | Observe learner | | | characteristics/behaviors while | | | in class | | | | | | 3\. Identification | | | | | | Validate the age-typical | | | characteristics of learners | | | through observed behaviors | | | | | | 4\. Internalization | | | | | | Draw generalizations from | | | observations of learners' | | | behaviors | | | | | | 5\. Dissemination | | | | | | Give suggestions on how teachers | | | can develop the cognitive | | | abilities of learners | | +-----------------------------------+-----------------------------------+ Recalling age- typical characteristics of school learners according to Piaget's cognitive theory Education Portal has put together "Developmental Milestones: Ages Six through Twelve" in various domains of human development. The middle childhood learners can have the following characteristics: 1\. They can group things that belong together, 2\. Children begin to read and write early in middle childhood and should be skillful in reading and writing by the end of this stage, 3\. They can think through their actions and trace back events that happened to explain situations, 4\. Children learn best when they are active while they are learning rather than just listening to an adult explain rules, 5\. Children can focus attention and take time to search for needed information, 6\. There is greater memory capability because many routines are automatic now. Typical cognitive characteristics of adolescents belong to the formal operation stage such as; 1\. Adolescents can "group and classify symbols, statements, and even theories." 2\. Adolescents can "follow and formulate arguments from premise to conclusions". 3\. Adolescents can hypothesize-thinking of "what might be"/ "what if" and the possibilities that can come out. 4\. Adolescents can "perform mental operations with symbols which may not naturally exists in their own world." 5\. Adolescents can "understand, appreciate, and produce metaphors and other figures of speech."  ***APPLY***: (Module 3 Task 1 -- B) Validate the age-typical characteristics of learners through observed behaviors. Based on your personal observation, enter the number of evidences gathered by grade/year level in the table. (For: BEEd) Consolidate pieces of evidence by grade level (Concrete operational) Cognitive Abilities Number of evidences by grade level -------------------------------------------------------------------------- ------------------------------------ ----- ------ ----- ----- ----- Gr1 Gr2 Gr 3 Gr4 Gr5 Gr6 1\. Children can classify or group things that belong together. 2\. Children begin to read & write early in middle childhood & should be skillful in reading & writing by the end of this stage. 3\. They can think through their actions & trace back events that happened to explain situations. 4\. Children learn best when they are active while they are learning rather than just listening to an adult explain rules. 5\. Children can focus attention & take time to search for needed information. 6\. There is greater memory capability because many routines are automatic now. (For: BSEd/ BTLEd) Consolidate pieces of evidence by grade level (Concrete operational) +---------+---------+---------+---------+---------+---------+---------+ | Cogniti | Number | | | | | | | ve | of | | | | | | | Abiliti | evidenc | | | | | | | es | es | | | | | | | | by | | | | | | | | grade | | | | | | | | level | | | | | | +=========+=========+=========+=========+=========+=========+=========+ | | Gr 7 | Gr 8 | Gr 9 | Gr 10 | Gr 11 | Gr | | | | | | | | | | | | | | | | 12 | +---------+---------+---------+---------+---------+---------+---------+ | 1. | | | | | | | | Adolesc | | | | | | | | ents | | | | | | | | can" | | | | | | | | group | | | | | | | | and | | | | | | | | classif | | | | | | | | y | | | | | | | | symbols | | | | | | | | , | | | | | | | | stateme | | | | | | | | nts | | | | | | | | & even | | | | | | | | theorie | | | | | | | | s." | | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 2. | | | | | | | | Adolesc | | | | | | | | ents | | | | | | | | can | | | | | | | | "follow | | | | | | | | & | | | | | | | | formula | | | | | | | | te | | | | | | | | argumen | | | | | | | | ts | | | | | | | | from | | | | | | | | premise | | | | | | | | to | | | | | | | | conclus | | | | | | | | ions." | | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 3. | | | | | | | | Adolesc | | | | | | | | ents | | | | | | | | can | | | | | | | | hypothe | | | | | | | | size | | | | | | | | -- | | | | | | | | thinkin | | | | | | | | g | | | | | | | | of | | | | | | | | "what | | | | | | | | might | | | | | | | | be"/ | | | | | | | | "what | | | | | | | | if "and | | | | | | | | he | | | | | | | | possibi | | | | | | | | lities | | | | | | | | that | | | | | | | | can | | | | | | | | come | | | | | | | | out. | | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 4. | | | | | | | | Adolesc | | | | | | | | ents | | | | | | | | can | | | | | | | | "perfor | | | | | | | | m | | | | | | | | mental | | | | | | | | operati | | | | | | | | ons | | | | | | | | with | | | | | | | | symbols | | | | | | | | which | | | | | | | | may not | | | | | | | | natural | | | | | | | | ly | | | | | | | | exists | | | | | | | | in | | | | | | | | their | | | | | | | | own | | | | | | | | world". | | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | 5. | | | | | | | | Adolesc | | | | | | | | ents | | | | | | | | can | | | | | | | | "unders | | | | | | | | tand, | | | | | | | | appreci | | | | | | | | ate, | | | | | | | | & | | | | | | | | produce | | | | | | | | metapho | | | | | | | | rs | | | | | | | | & other | | | | | | | | figures | | | | | | | | of | | | | | | | | speech" | | | | | | | |. | | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | | | | | | | | +---------+---------+---------+---------+---------+---------+---------+ Answer the following questions based on your consolidation made above. 1\. Were their pieces of evidence gathered for all the listed cognitive abilities? Which characteristics were the most observable? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2\. Which were not so observable? Any reason why? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3\. Do you notice any pattern in your observation? Is there a relationship between the grade level and the number of gathered pieces of evidence? What grade levels have displayed more abilities? Fewer abilities? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ***ASSESS*:** (Module 3 Task 1- C) Answer the following questions based on observations of learners' behaviors. 1\. Are all the learners in a given age range capable of performing all the cognitive abilities? Give reasons for your response. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2\. What cultural factors can enhance the cognitive development of learners? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3\. What factors can hamper development? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_