Effective Lesson Design for Student Success

I Do, We Do, You Do Content provided by Explicit Instruction- Dr. Anita Archer Edited and summarized by Leah Jefferson.

Explicit Instruction Element #4 Designing organized and focused lessons Teachers at all grade levels teach students to do things: Forming a manuscript letter, sounding out words, writing a coherent paragraph, solving an algebraic equation, and/or completing a science experiment. The term skills is often used as the overarching label for doing something well. Embedded in the broad realm of skills are strategies Which are systematic plans or approaches for solving a problem or completing a task that involve a series of sequential steps. Students can be taught a series of steps for completing a division problem (Divide, Multiply, Subtract, Compare, Bring down) Students need to improve reading comprehension when something does not make sense (Reread, Look back, Read ahead, Restate in your own words) All strategies provide students with a plan that they can execute in response to a problem or task, some strategies also include steps in which students evaluate their performance or outcome. 2

Explicit Instruction Element #4 Designing organized and focused lessons Lessons: 1. Are organized and focused 2. Begin with a statement of goals (Learning Intention and Success Criteria) 3. Provide interactive review of pre-skills and background knowledge 3

Provide Systematic Instruction for the Lesson Three Key Parts for Every Lesson: 1. Opening attention review preview 2. Body 3. Closing review preview 4

Explicit Instruction Element #4 Designing organized and focused lessons Lesson Opening Attention Use a verbal cue such as Listen or Eyes and ears on me. Follow the verbal cue with silence. Find a procedure and USE it consistently. Ritualizing makes it clear to students exactly what they are supposed to do; by eliminating confusion about the expectations and it saves valuable instructional time. Review Can use Elicit Frequent Responses: Verbal Choral or Partner or Written Response- cards/slates. Review the content of the previous lessons. Review necessary pre-skills for today s lesson. (Review Figure 2.1) Without verifying students prerequisite skills, you might begin instruction only to find that your students are unable to learn the new material. Review background knowledge needed for today s lesson. Be sure that the review is interactive and includes retrieval practice. A Review typically consists of giving students a task requiring the use of the prerequisite skills(s)/background knowledge and seeing whether they can perform the task correctly. A Review is NOT: 1. Reteaching. This is only done if needed. 2. Asking the students if they remember how to perform the skill. Most students will merely nod their heads this doesn t verify they can actually do it. 3. Asking one or two students to come to the board and solve the problem. Again, the goal is to verify that ALL students can perform the prerequisite skills or background knowledge. 5

Explicit Instruction Element #4 Designing organized and focused lessons Review Example: Before we work on how to add problems that require regrouping, let s review how to add two- and three-digit problems that don t require regrouping. Get out your whiteboards, complete this problem. Ready, show ..(repeat for the # of problems desired) Preview State the goal of the lesson and/or target skill. These statements make explicit what the lesson is going to cover and help students (and teacher) focus on the upcoming content. Discussing the relevance of the target skill can increase students motivation for learning the skills and the probability that they will use the skill once it has been mastered. Preview the activities for the period. AGAIN, you may need to use your Attention getting procedure at different times during the opening, body, and closing of the lesson as you have students interact and engage. 6

Provide Systematic Instruction for the learning of . Explicit Instruction of Facts/Information Attend point to audience Intend- pat forehead Rehearse- hand crushing from right to left at eye level Retrieve- both hands from the back of the head and reaching over top of head into the front 7

Review Application 2.1 Example: Opening of an Explicit Lesson Critique Opening: Gains attention Teacher regains attention as needed A clear goal is stated and repeated Teacher reviews prerequisite skills: topic sentence, detail sentence, and sequential All students participate in the review Teacher moves around room and listens to students responses verifying prerequisite skills Definite tasks- not vague questions used to verify prerequisite skills Teacher discusses when sequential paragraphs may be written Students are involved in the discussion of relevance. After reading, turn to your partner and discuss good practices noticed during the lesson opening.

Explicit Instruction Element #4 Designing organized and focused lessons The Lesson Body of an Explicit Lesson has 3 processes: 1. Modeling or Demonstrating the skill (I Do It) (point to me) My Turn 2. Providing prompted or Guided practice(We Do It)(roll hands in front) Let s do it together 3. Providing unprompted practice- Check for understanding (You Do It)(point hands at the person in front of you) Your turn These three processes are used to show the students clearly what they are expected to learn, give them opportunities to practice the skill under conditions that promote high levels of success and confidence, and provide an opportunity to demonstrate that they can perform the skill independently at high levels of success before being assigned either seatwork or homework. 9

I DO IT, WE DO IT, YOU DO IT

Explicit Instruction Element #4 Designing organized and focused lessons Modeling or demonstrating the skill (I Do It) : If the skill you are teaching consists of steps to follow or actions to complete, the best way to begin instruction is to SHOW students what they are supposed to do. Two parts: 1. Demonstrating the skill. 2. Describing what is being done. OR 3. The actions being performed. 4. The decisions being made. The describing component of the model is often referred to as a think-aloud. Thinking aloud gives students access to the self-questions, self-instructions, and decisions that occur as a problem is solved or a task completed. 11

Explicit Instruction Element #4 Designing organized and focused lessons A Good Model is: 1. Clear, consistent, and concise 2. Includes several demonstrations (depending on complexity of the skill being taught) 3. Involves students. Describing every possible thought or behavior will make it difficult/impossible for students to remember key steps. For the think-aloud to be effective, your description should be clear, and its wording should be concise and consistent. 12

Explicit Instruction Element #4 Designing organized and focused lessons Non-example: Everybody, watch me as I demonstrate how to write a legible lower-case manuscript letter h. First I put my pencil on the top, solid line, and then I draw a straight line down to the bottom, solid line. Then I put my pencil on the line I just drew, right below the dashed line. Then I draw an arch until it hits the dashed line and then curve down to the bottom line. Watch me as I do it again. I start at the top line and then draw a vertical line down to the solid line. Then I put my pencil on the line and draw a curve up to the middle line and then go down. Critique . Technically accurate. Description is too wordy. Should only include a brief description of key actions. In addition, different words are used to describe the same steps in this model (decreases clarity) 13

Explicit Instruction Element #4 Designing organized and focused lessons Example: Everybody, watch and listen while I write the lower-case manuscript letter h. I start at the top, go down to the bottom line, curve up to the middle line, and then down to the bottom line. Watch again. Start at the top, go down to the bottom line, curve up to the middle, and then down to the bottom. Critique . Briefer. More consistent. Much easier for student to remember. After the first one or two models, the think-aloud can be further simplified as long as the key action words remain Down, curve up, and down. 14

Provide Systematic Instruction Model (I do it.) My Turn. Show Proceed step-by-step. Exaggerate the steps. Tell Tell students what you are doing. Tell students what you are thinking. I wonder . I do this because I know this because This will help me I remind myself Gain Responses (Elicit frequent responses- Choral/Partner) What they already know. Repeating what you tell them. 15

Comprehension Strategy Paragraph Shrinking 1. Name the who or what. (The main person, animal, or thing.) 2. Tell the most important thing about the who or what. 3. Say the main idea in 10 words or less. (Optional: Record your main idea sentence.) (From the PALS program by Fuchs, Mathes, and Fuchs) Partner Uses 16

Strategy I do it. The Coldest Continent Antarctica is not like any other continent. It is as far south as you can go on earth. The South Pole is found there. Ice covers the whole land. In some places the ice is almost three miles thick. Beneath the ice are mountains and valleys. Choral reading 17

Explicit Instruction Element #4 Designing organized and focused lessons Provide Several Models: The number of necessary demonstrations depends on the complexity of the target skill, the students ease in learning new skills, their background knowledge in the academic area, and (to some extent) the amount of time the model requires. Often a teacher of struggling students will demonstrate repeatedly. Unfortunately, while the teacher is becoming more adept at the skill, the students are not. As soon as students demonstrate proficiency, guided practice should be initiated. The responsibility for performing the skills shifts from the teacher to the student. Involve Students in the Model: After the first modeling of the skills/strategy, subsequent models can involve the students by asking them questions in which the answers rely on knowledge gained in the first model or on previously mastered background knowledge. Example: Now I want you to help me do a problem [Teacher writes 42 + 33 vertically on the board.] Which column do I add first? The ones. What is 2 plus 3? 5. [Teacher writes 5 in the ones column.] What column do I add next? The tens. What is 4 plus 3? 7. [Teacher writes 7 in the tens column.] What is 42 plus 33? 75. 18

Explicit Instruction Element #4 Designing organized and focused lessons Note:The teacher is still performing the skill. Students are answering questions about the content, not performing the new skill. These questions and the information obtained from listening to student responses serve 3 key instructional functions: 1. Keeping students involved and active in the lesson. 2. Having students rehearse the critical content. 3. Verifying understanding. Because many students have trouble listening passively for extended periods of time, keeping them involved is imperative. If students respond incorrectly, you know what steps or processes are causing difficulty and can address these problem areas before proceeding to the next part of the lesson. 19

Explicit Instruction Element #4 Designing organized and focused lessons Another Example: Watch me while I show you the steps for solving two-digit addition problems that require regrouping. I want you to help me out with some of the things you already know. [Teacher writes 46 + 27 vertically on the board] Read the problem. (Everyone, 46 plus 27.) Which column do we add first? [Teacher requests a group response.] (Everyone, The ones.)That s right, the ones column. Add the ones in your head [Pause] Tell me the sum. (Everyone, 13. Correct, it s 13. When the sum of a column is great than 9, you need to regroup. When we regroup, we write the ones digit (Everyone, the 3 ) under the ones column, and then we carry the tens digit (Everyone, the 1 ) to the tens column and add that column. Now we ve already added the ones column, so what column do we add next? (Everyone, The tens.) Add 1 plus 4 plus 2 in your head [Pause] Tell me the sum. (Everyone, 7.) Correct. [Teacher writes 7 in the tens column] Everyone, read the problem and the answer. 46 plus 27 equals 73. Choral responses 20

I do it. Getting the Gist The Republic of Kenya is a country in East Africa. Ethiopia borders Kenya to the north. Kenya is bordered by Somalia to the northeast, Tanzania to the south, Uganda to the west. On the Southeast is the Indian Ocean. 1. Name the who or what the paragraph is about in a brief phrase. 2. Identify two or three important details about the topic. 3. Shrink the paragraph by stating or writing the main idea. (Say it in 10 to 15 words) country, is surrounded by four African countries and the Indian Ocean. Kenya, an East African (From Vaughn, et. al. Collaborative Strategic Reading) Choral Reading 21

Explicit Instruction Element #4 Designing organized and focused lessons Note:After several demonstrations and when students are responding accurately to questions, it is time for students to practice the skill. HOWEVER, guided practice makes clear that students are NOT given a worksheet or task and asked to practice on their own. Instead, the teacher continues to work with the students. Prompted or Guided Practice (We Do It) The purpose of initial practice activities in an explicit lesson is to provide students opportunities to become successful and confident users of the skill. Typically, guided practice is provided through the use of prompts. These prompts can be viewed as directions, clues, cues, or reminders about what to do when performing the new skill. 22

Explicit Instruction Element #4 Designing organized and focused lessons Prompts come in a variety of forms: 1. Physical prompts (or guidance) Example: hand over hand 2. Verbal prompts (See example below) Explicit directives: Tell them what to do Questions: Ask them what to do Reminders: Remind them what to do- see example below. 3. Visual prompts Written- (poster/smartboard/cue card/etc.) serve the same function as verbal Posters that list steps (writing process, scientific process, brainstorm, etc.) [Teacher writes this problem on the board vertically: 34+21.] Write this problem on your paper. Be sure to line up the numbers in the tens and ones columns. [Teach moves around room, checking to make sure the columns are aligned.] What column do we add first? The ones. What is 4 plus 1, everyone? 5. Write 5 in the ones column. [Teacher pauses] What column do we add next? The tens. What is 3 plus 2, everyone? 5. Write 5 in the tens column. [Teacher pauses.] What is 34 plus 21? 55. 23

Provide Systematic Prompt (We do it.) Let s do ---- together. Prompt by doing behavior at the same time. OR Prompt verbally. Guide or lead students through the strategy. Step - do - Step - do - Step - do - Step do (Tell the step, then do) Gradually fade your prompt. (Ask them what is the step, then do) 24

Review Application 2.2Teacher uses a Visual prompt Critique Opening: After reading, turn to your partner and discuss any good practices noticed during Opening Modeling Guided Practice Gains attention Discusses why the strategy is important and when it can be used. Teacher and students discuss when the strategy can be used. Students involved in establishing the relevance of the strategy. (Think-Pair-Share) Teacher records students ideas and shares it out with their names for efficiency Teacher review critical prerequisite skills through completing a task. Positive Practices during Modeling: Strategy chart is used to introduce Students are immediately involved when they read the strategy steps during the first model. Teacher models strategy step-by-step, showing and telling them what the teacher is doing and thinking Consistent wording is used in each model. students more independence in performing. How does the teacher prompt students during prompted or guided practice? Teacher guides students step by step in applying strategy Feedback is provide during practice through monitoring; peers to partners; and teacher gives oral feedback to individuals and class. Scaffolding is gradually removed, requiring

Comprehension Strategy Paragraph Shrinking 1. Name the who or what. (The main person, animal, or thing.) 2. Tell the most important thing about the who or what. 3. Say the main idea in 10 words or less. (Optional: Record your main idea sentence.) (From the PALS program by Fuchs, Mathes, and Fuchs) Partner Uses 26

Strategy We do it. The weather in Antarctica is harsh. It is the coldest place on Earth. The temperature does not get above freezing. It is also the windiest place in the world. Cloze reading 27

We do it. problems. At some times, other countries attacked to take over the country. There was much fighting. Kenya was made a British colony. That meant that Kenyans did not rule their own land. The native people of Kenya believed in independence. They did not want to be a colony. It took years, but they got their land back. Kenya became independent in 1963, and the Kenyan people declared not only their independence but formed a country. They took the name Kenya as the name of their country. Part of their history was a time of Getting the Gist 1. Name the who or what the paragraph is about in a brief phrase. 2. Identify two or three important details about the topic. 3. Shrink the paragraph by stating or writing the main idea. (Say it in 10 to 15 words) Kenya, once a British colony, became an independent country in 1963. (From Vaughn, et. al. Collaborative Strategic Reading) Choral Reading Partner Uses 28

I DO IT, WE DO IT, YOU DO IT

Explicit Instruction Element #4 Designing organized and focused lessons Unprompted Practice- Check for Understanding (You Do It) The purpose of unprompted practice in an explicit lesson is to determine whether students can perform the skill without any physical, verbal, or visual prompts. During unprompted practice, it is useful to have students do one item at a time, followed by checking their answers and providing feedback until they consistently perform accurately. (i.e. check answers after a problem rather than having students complete a series of problems because some students may be practicing errors and that will be difficult to undo) It is important to identify the steps as you use them throughout your lesson: I do it, We do it, You do it. In many lessons, the three components may each be identified once in an entire lesson, but each component may also be repeated a number of times within a single lesson. When you are teaching a more complex strategy, the three components may occur over many days: For example: Day 1- model strategy for writing a paragraph; Day 2- Repeat model but involve the students by helping you; Day 3- You guide students in writing a paragraph using very deliberate verbal/visual prompts telling students what to do; Day 4- prompted practice continues with your asking the students questions rather than telling them what to do (repeated for two more days); Day 7- you remind students of the strategy steps before they begin writing, and on Day 9- the students write independently, but still under a watchful eye. 30

Provide Systematic Instruction Check for understanding. (You do it.) Verify students understanding before independent work is given. Carefully monitor students responses. Continue until students are consistently accurate. 31

You do it. There are different groups of people in Kenya. It was not one country before it became a colony. Different groups lived in different places and had their own languages and ways of living. After independence, they joined together in one country, but they still have differences. There are different culture groups within Kenya. While they are from the same region they have different histories. Each has its own traditions. Traditions should be respected. While most people in Kenya speak and write in English because of the colonial years, each culture has its own language and history. There still are problems having a united country. Getting the Gist Name the who or what the paragraph is about in a brief phrase. 1. 2. Identify two or three important details about the topic. 3. Shrink the paragraph by stating or writing the main idea. (Say it in 10 to 15 words) Conflict occurs in Kenya because of different groups, different languages, different cultures and different histories. (From Vaughn, et. al. Collaborative Strategic Reading) 32

Explicit Instruction Element #4 Designing organized and focused lessons Lesson Closing Review: Can use Elicit Frequent Responses: Verbal Choral or Partner Review the skills/strategies/concepts/information taught. Be sure that the review is interactive and includes retrieval practice. Preview Preview the content that will be taught in the next lesson. Independent Work Review assignments /quizzes/ projects/ performances due in the future. Have students record all assignments. 33

Explicit Instruction Element #4 Designing organized and focused lessons Lesson Closing Review Example: (Building off of Application 2.2) T- You have to answer questions in many classes, and you can use this strategy. After reading the question, you can turn the question into _____? (Part of the Answer) Tell your partner a benefit of using wording from the question in your answer? [Teacher monitors] After writing down the partial answer, what should you do next? [Teacher gives thinking time.] William? You either think of the answer or locate the answer. Great. Next you complete the answer and reread it. Tell your partner what you should ask yourself as you reread your answer. [Teacher monitors] Amber? You should ask yourself if your answer makes sense and if you answered all parts of the question. Following the brief review, often a short preview of what will be learned next is presented: Tomorrow, we will practice this strategy again with more difficult questions. The final component of closing a lesson is assigning independent work designed to give the students more practice in the new skill and/or previously taught skill. (i.e., the students must have shown that they can perform the skill with high rates of accuracy during unprompted practice; otherwise, students may be practicing errors.) Independent work should consist of the same task used during instruction. (Additional questions on the article to be answered by using the strategy) If the task is somewhat different from what was done during the lesson, then it is advisable to go over the new format and explain the directions, as well as, to verify that students understand the directions. You may also wish to model one item of the task and/or have students complete one while still in the classroom so you can check for accuracy. 34

Review Application 2.3 Eighth grade Algebra Review Application 2.4 Fifth grade ELA- main idea Review Application 2.5 Seventh grade ELA- multiple days lesson consecutive sentences Raise your hand when I call which application exercise, so I know how to divide you into partners/teams to work collaboratively. Let s read the directions together for App. 2.3. These will be the same directions for each of the application exercises. Don t forget to review the background information section before beginning. After reading quietly out loud with your partner, go back and note any exemplary practices evidenced during the opening, body, and closing of the lesson.

Review Application 2.3 Eighth grade Algebra Critique Opening: Gains attention at beginning and every time students need to refocus on teacher Let s read the directions together followed by the background information. The goal of lesson and relevance of skill to solving algebraic equations are briefly stated Well organized review provided After reading quietly out loud with your partner, go back and note any exemplary practices evidenced during the opening, body, and closing of the lesson. Students given tasks to perform demonstrating their understanding of variable and expression Teacher is able to verify that ALL students understand these terms.

Review Application 2.3 continued Positive Practices during Modeling: Teacher models the skill 3 times Teacher demonstrates and describes skill performance During the 1st model, teacher involves students by asking questions to tap what they already know In the 2nd model, teacher reduces teacher talk using key words Teacher dramatically shows the importance of doing the operations within the parentheses first when presenting two expressions where parentheses are in different locations. During the third model, students answer additional questions as they help the teacher determine the value of the expression. Positive Practices during Guided Practice: To reduce error possibility, the teacher asks student not to go forward until directed Teacher prompts the students orally on a number of problems As students demonstrate proficiency, teacher fades scaffolding On the last item, the teacher provides only a brief reminder Following guided practice, teacher checks the students understanding before assigning independent work Closing Positive Practices: A brief review A preview is provided Independent work directions given and assigned

Review Application 2.4 Fifth grade ELA- main idea Critique Opening: The students answer questions concerning when and where the paraphrasing strategy may be used Let s read the directions together followed by the background information. When reviewing the topic sentence, the students are asked to write the number corresponding to the topic sentence on their response slates. Use of the slates allows the teacher to monitor all of the students responses. After reading quietly out loud with your partner, go back and note any exemplary practices evidenced during the opening, body, and closing of the lesson. Positive Practices during Modeling: After the teacher models the procedure once, the student are invited to help the teacher by answer questions on the procedural steps However the teacher still actually performs the behavior

Review Application 2.4 continued Positive Practices during Guided Practice: Initially, students are told what to do and they complete each step in the procedure Positive Practices during Unprompted Practice: During this segment, students use the procedure for determining the main idea independently Teacher moves around the room monitoring their performance Teacher asks questions guiding students in completion of the procedure Closing Positive Practices: A brief review where the teacher asks students questions concerning the importance of determining the main idea and of asking questions that can direct them to the main idea Teacher gives a reminder then students complete the steps in the procedure

Review Application 2.5 Seventh grade ELA- multiple days lesson consecutive sentences Critique Opening: Let s read the directions together followed by the background information. Goal of lesson stated used consistently with all three lessons Discuss the relevance of the skills: 1st lesson- teacher tells them why skill is important 2nd lesson-students asked the relevance of the skill having some experience Focused on the larger goal of sentence combining rather than on combining sentences with adjectives Review of critical prerequisite skills: 1st lesson- reviews meanings of adjective and the use of articles a and an Not repeated in subsequent two lesson due to students demonstrated proficiency in these skills After reading quietly out loud with your partner, go back and note any exemplary practices evidenced during the opening, body, and closing of the lesson. How does the teacher alter the opening, body, and closing over the 3 days of instruction? Why do you believe these changes are made?

Review Application 2.5 continued Body: Positive Practices during Modeling: Teacher models the combining skill in 1st lesson Students demonstrate proficiency during prompted practice; thus, modeling is not repeated on Days 2 and 3. Positive Practices during Unprompted Practice: Day 1 has no unprompted practice because it is a new skill and proficiency wasn t demonstrated. Day 2, the students complete one item independently. Day 3, the unprompted practice occurs three times. Positive Practices during Guided Practice: Day 1, the teacher guides students in doing the first item by telling them what to do. On the next two items, the teacher asks students questions to promote their performance. Day 2, the teacher guides students in the same manner as Day 1 but with fewer items because of demonstrated proficiency. Day 3, the teacher only prompts students on one item. Closing Positive Practices: Day 1, the closing is a little longer. It includes a review of what had been taught. Also what will be introduced on the subsequent day is stated Days 2 and 3- brief closing used

Review Application 2.6 1. (#1 - #5) 1. Discuss the problem, as partners, and possible solution. 2. Will ask each group to share out. Assign a problem Identifying Potential problems and generating possible solutions 1. When reviewing a prerequisite skill during the opening of the lesson, the teacher has 3 of 8 students go to the board and solve the problems. Only verified that 3 students can perform the prerequisite skill. Some students may not be ready for new material. Have all students perform the prerequisite skill. (How would you suggest?)

Review Application 2.6 2. When discussing why the target skill for the lesson is important to know the teacher tells them all of the reasons. To promote motivation, it is advisable to try to involve all students in the discussion so the purpose of learning is personalized. Ask the students why the skill is important and how it might be useful. OR If it is unfamiliar with the students, the teacher can initially tell them the relevance and later have the students reiterate and expand on the relevance. 3. When modeling the new skill of solving two-digit addition problems, the teacher demonstrates once and then asks everyone if they understand. Asking students whether they understand the model does not verify that they do. Many will answer Yes or nod to avoid looking stupid Involve the students in the model (after it is demonstrated by the teacher one or two times) Ask them questions Their answers will tell you whether they are understanding or do what you say

Review Application 2.6 4. When modeling the new skill of solving two-digit addition problems with regrouping, the teacher demonstrates once and then moves into guided practice. Often one demonstration is insufficient, especially when the target skill is more complex. If the students are not involved in the model, the teacher doesn t have any idea of what the students can do or understand. This increase opportunity for errors If the target skill is difficult, demonstrate at least twice Then continue to demonstrate by involving the students actively with questions and/or themselves with your prompts 5. During guided practice, the teacher begins with a high-level verbal prompt (i.e. tells ) and then says, Great job, everybody. Do the next one on your own. Given that the students have completed one problem with a lot of teacher support, asking them to compete one on their own may result in errors and frustration. Provide more opportunities for guided practice, and fade the level of prompting, before asking the students to compete the task or problem on their own.

Review Application 2.7 Select a fairly simple academic skill you wish to teach explicitly Opening: Attention Review: What kind of task would you have your students do as a review for one of these (or some) prerequisite skills? Preparation of for use when you Preview: (to be used after Review) Write a goal and a brief rationale for why the skills is important/useful for students to learn. Body: Now write what you would say and do as your MODEL the skills for students. (I do) Next, describe how you would prompt the skill. (I do, We do) How would you fade the prompt? (We do, You do) Preparation of for use when you Review: Once you have a clear idea what you want students to be able to do after the lesson, think about and identify important prerequisites for learning this skill. Closing: Describe the closing of your lesson (Review, Preview, Independent work)

Summing it up I intend to use the following procedures: 46