THE LITERACY DESIGN COLLABORATIVE

The Paideia Module Prototype

Narrative Module

Active Thinking, Reading, and Writing Through Dialogue

[insert title here]

[insert author’s name and school here]

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For information about the National Paideia Center, visit www.paideia.org.

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Information Sheet

Module Title:

Module Description (overview):

NOTE: This module is designed to teach and assess the Core Content College and Career Readiness Anchor Standards for “Speaking and Listening” including a formal and rigorous dialogue about concepts and ideas. Common Core “Reading” and “Writing” standards are practiced and assessed around the Paideia Seminar discussion.

Template Task (include number, type, level)

Teaching Task

Ideas and Values Seminar Text(s)1

Grade(s)/Level: Discipline: Course: Scope and Sequence2:

Author(s): Contact information:

1 See Teaching Thinking Through Dialogue, 2nd ed. (2010, National Paideia Center) for a complete definition and description of the seminar text.2 Approximately how much time is budgeted for this module (scope) and what quarter of the year it is suited for based on content and student readiness (sequence).

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Section 1: What Task?What task sets clear, measurable goals for learning?

A. Template task (include number, type, level, and prompt): Insert the LDC template task you selected exactly as it is worded.

B. Standards: 1. The CCR Anchor Standards from the common core standards Reading and Writing

are already identified by the Literacy Design Collaborative for all narrative tasks. This module includes Speaking and Listening.

Number CCR Anchor Standards for Speaking and Listening1 Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

4 Present information , findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Number CCR Anchor Standards for Reading (Narrative)1 Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the test.

2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10 Read and comprehend complex literary and informational texts independently and proficiently.

Number CCR Anchor Standards for Writing (Narrative)3 Write narratives to develop real or imagined experiences or events using

effective techniques, well-chosen details, and well-structured event sequences.

4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9 Draw evide3nce from literary or informational texts to support analysis, reflection, and research.

10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

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2. Content Standards: Insert appropriate content standards as defined by your state/district. Number Content Standard(s)

Content Standards Source:

3. Teaching Task: Design your teaching task. Fill in the blanks with the appropriate items.

1) Teaching Task PromptBackground:

Prompt:

Extension (optional):

Teaching Task Comments (optional space for teacher notes)

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LBD Narrative RubricADVANCED

Focus Addresses all aspects of the prompt.Reading/Research Demonstrates accurate and effective use of reading material, interviews,

and/or visual material.Controlling Idea Establishes a theme or storyline that is carried through the narrative.Development Describes or relates in detail experiences, individuals, and/or events;

employs effective narrative techniques to develop an experience, sense of time, place, or character that illustrate a factual or informative purpose. Provides a conclusion or ending that follows from and/or reflects on the narrative. L2 Use stylistic devices (e.g. imagery, tone, humor, suspense) to develop narrative.

Organization Applies a complex narrative structure that develops the context or storyline as a description or chronology.

Conventions Demonstrates a well-developed command of standard English conventions; makes effective transitions between sentences and paragraphs to connect ideas.

MEETS EXPECTATIONSFocus Addresses the prompt and stays on task.Reading/Research Demonstrates generally effective use of reading material, interviews,

and/or visual material.Controlling Idea Establishes a theme or storyline that is carried through the narrative.Development Describes or relates with sufficient detail experiences, individuals, and/or

events; employs some stylistic devices to develop a sense of time, place, or character that illustrate a factual or informative purpose. Provides a conclusion or ending that follows from and/or reflects on the narrative. L2 Use some stylistic devices (e.g. imagery, tone, humor, suspense) to develop narrative.

Organization Applies a narrative structure that develops the storyline as a description or chronology.

Conventions Demonstrates a command of standard English conventions; makes transitions between sentences and paragraphs to connect ideas.

NOT YETFocus Attempts to address prompt but lacks focus or is off-task.Reading/Research Demonstrates weak use of reading materials, interviews, and/or visual

materials.Controlling Idea Theme is not carried through the narrative.Development Lacks descriptive elements that describe or relate experiences,

individuals, and/or events. Attempts to employ narrative techniques to develop a factual or informative purpose. Lacks a satisfactory ending or conclusion. L2 Uses few or no stylistic devices (e.g. imagery, tone, humor, suspense) to develop narrative.

Organization Applies a weak narrative structure; composition is disconnected or rambling.

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Conventions Demonstrates a weak command of standard English conventions or is unreadable; little or ineffective use of transitions.

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Section 2: What Skills? What skills do students need to succeed on the teaching task?

Each module is required to identify the specific student skills, define them, and cluster them. The LDC-Paideia prototype below shows one way to do that. Module builders can use this version, change it, or create a different skill list, different definitions, and different clusters using the chart.

LDC- Paideia Example Skills List

Specific SkillsWhat skills are

essential?

Student Skills Defined (“Ability to…”)How do you define/describe those skills?

Skills Cluster 1: Preparation1. Bridging

ConversationAbility to recognize the curricular concepts and ideas.Ability to comprehend factual information related to the concepts, ideas, and seminar text.

Skills Cluster 2: Reading Process1. Inspectional

Reading3Ability to identify structural components of the seminar text.

2. Essential vocabulary(on-going)

Ability to apply strategies for developing an understanding of a text by locating words and phrases that related to key concepts and facts, or information.

3. Analytical Reading4 and Note-taking

Ability to read purposefully and compare information for relevance; to summarize, paraphrase, and evaluate.

Skills Cluster 3: Dialogue Process (Paideia Seminar)1. Pre-seminar Process Ability to reflect on personal communication habits and select

appropriate speaking and listening goals.2. Seminar Ability to think critically and collaboratively in a group about

concepts and ideas of a text through a structured Socratic seminar.

3. Post-seminar Process

Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

Skills Cluster 4: Transition to Writing1. Transition to writing: Ability to transition from reading and Seminar discussion to writing task.

Skills Cluster 5: Writing Process1. Initiation of task Ability to establish a claim and consolidate information relevant

to task.2. Planning Ability to develop a line of thought and text structure

appropriate to task.3 See How to Read a Book, (1972, Adler, Mortimer Van Doren, Charles)4 See How to Read a Book

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3. Development Ability to construct an initial draft with an emerging line of thought and structure.

4. Revision Ability to apply revision strategies to refine development of argument, including line of thought, language usage, and tone as appropriate to audience and purpose.

5. Editing Ability to apply editing strategies and presentation applications.

Section 3: What Instruction?How will teachers teach students to succeed on the teaching task?

The following is an LDC example instructional ladder to be adopted, adapted or deleted by the module developers to build their own. This is one example of an instructional ladder. Just delete the language and use the chart to create your own instructional ladder specific to the skills you have identified in Section 2.

LDC – Paideia INSTRUCTIONAL LADDER 1I

Cluster 1: Preparing for the Seminar and the Task1. Bridging Conversation

Skill: Ability to recognize the curricular concepts and ideas.Ability to comprehend factual information related to the concepts, ideas, and seminar text.

Mini-Task Prompt: Write a short explanation of what you think the key concepts and ideas mean at this time.

Note: The mini-task serves as a pre-test and provides some information to teachers as to students’ understandings and writing skills.

Product: short response or graphic organizer

Mini-Task Scoring Guide: No ScoringNote: Teachers should read student responses to help them gauge students’ understandings and what supports may be needed.

Instructional Activities/Notes: • Introduce students to the key concepts and ideas.

(Explanation of the writing task occurs later in the instructional ladder during “Transition to Writing.”)

Suggested Pacing: 10-15 minutes

Professional Development/ Preparation: Clarify the objectives for the Seminar. See pp. 23-24 Identify ideas and values. See pp. 25-26 Select text(s) for Seminar . See pp. 27-31.

Cluster 2: Reading Process9

1. Inspectional Reading

Skill: Ability to identify structural components of the seminar text.

Mini-Task Prompt: Label the parts of the text by numbering sentences, paragraphs, stanzas, quadrants, etc. (See Resources for selections. A text may be print or visual.)

Product: Structural notations on text.

Mini-Task scoring guide: Meets Expectations: Structural features of the text are visible and clear. Not Yet: Attempts to meet the criteria for “Meets.”

Instructional Strategies/Notes: Distribute the text and supplementary materials as needed. Having determined a

simple, but logical system for marking structural features, simply guide students to replicate the process.

Ideally all students have a copy of the text that they can mark on, otherwise direct markings to be made on sticky notes or in another form.

Use appropriate strategies so that all students read and understand text’s key ideas.

Suggested Pacing: 10-15 minutes

Professional Development/ Preparation: Select text(s) for Seminar . See pp. 27-31. Select other supplementary readings, particularly if additional factual or contextual

information is necessary, to accelerate select students as need be.

2. Vocabulary (on-going)

Skill: Ability to apply strategies for developing an understanding of a text by locating words and phrases that related to key concepts and facts, or information.

Mini-Task Prompt: Make a list of the words that are unfamiliar to a student one grade younger than you.

Product: Vocabulary list

Mini-Task scoring guide: Meets Expectations: Not Yet:

Instructional Strategies/Notes: Use contextual clues to define personally relevant vocabulary. Other common approaches to illuminate vocabulary are appropriate as well.

Suggested Pacing: 1-2 days

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Professional Development/ Preparation:

3. Analytical Reading and Note Taking

Skill: Ability to read purposefully and compare information for relevance; to summarize, paraphrase, and evaluate.

Mini-Task Prompt: What three phrases, sentences, or images in this text remind you of something else we have studied?

Product: Graphic organizer with textual notes and connections to other works.

Mini-Task scoring guide: Meets Expectations: Not Yet: Attempts to meet the criteria for “Meets.”

Instructional Strategies/Notes: Having completed the Inspectional Read, students should be challenged to read the text in a developmentally appropriate fashion. After reading the text (or chunks depending on length) students should either independently or in pairs, complete the reflection required in the Graphic Organizer. Teacher coaching and support should be available and therefore most reading should be conducted in class.

Suggested Pacing: 2-4 days depending on the length of the text.

Professional Development/ Preparation:

See How to Read a Book for secondary literacy strategiesTeachers should also be prepared to provide supplementary texts that address the same concepts and ideas to accelerate students understanding as need be.

Cluster 3: Dialogue Process (Paideia Seminar)

1. Pre-Seminar Process PreparationSkill: Ability to reflect on personal communication habits and select appropriate speaking and listening goals.

Mini-Task Prompt: Based on a selected list of Speaking and Listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue. (see Speaking and Listening Rubric and sample “Seminar Process Assessment” form in Appendices).

Product: Seminar Process Assessment form or some written personal goal completed prior to seminar

Mini-Task scoring guide: Chooses appropriate individual process goal based on past seminar performance

Instructional Strategies/Notes:

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Teacher should identify a collection of appropriate speaking and listening goals for the group. Students select what they will work on individually and note it in writing. The group participation goal is discussed and posted where all can see.

Suggested Pacing: 15-20 minutes

Professional Development/ Preparation:

Teachers should be familiar with the Process step of Paideia Seminar including: definition and purpose for having the dialogue, role and responsibility of facilitator and participants, steps to guide personal and group process goals.

2. Seminar

Skill: Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Socratic seminar.

Instructional Strategies/Notes:Arrange seating so that all students can see each others’ faces, teacher sits at same level with students.

Teacher poses (At an appropriate pace for critical collaborative thinking), opening, core, and closing questions thoughtfully crafted to support students in talking confidently in a large group and delving into analysis of textual concepts and ideas.

Suggested Pacing: 30-60 minutes depending on the age, size, and experience of group.

Professional Development/ Preparation:

Select text(s) for Seminar and craft seminar questions for Cluster 2. See pp. 27-31. Teaching Thinking Through Dialogue

Create open-ended questions for Seminar. See pp. 32-40.

3. Post-Seminar Process

Skill: Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

Mini-Task Prompt: Reflecting back on personal participation goal (see Appendices, p. 17), students fill out form or write a short narrative assessing their own seminar performance in detail.

Product: Process form completed in detail prior to next stage in the cycle

Mini-Task scoring guide:

Answer task by filing in form completelyWrites in detail about seminar participation

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Instructional Strategies/Notes:May have a few representative students share their goal for speaking and listening and their performance. Likewise, teachers may ask the entire goal to reflect on the entire dialogue process, i.e. the group effort. In whatever format is preferred, both individual and group reflections should be archived for reference at the beginning of the next Seminar.

Suggested Pacing: 15-25 minutes

Professional Development/ Preparation: Teaching Thinking through Dialogue

Cluster 4: Transition to WritingSkill

Mini-Task Prompt:

Product:

Mini-Task scoring guide: Meets Expectations: Not Yet: Attempts to meet the criteria for “Meets.”

Instructional Strategies/Notes:

Use something like the sample “Reflection Questions” (Appendices) to connect the concepts and ideas from the Seminar and the writing task.

May have additional reading selections to support students with continued conceptual understanding (see Student Reader for possible texts).

Suggested Pacing:

Professional Development/ Preparation:

Cluster 5: Writing ProcessInitiation of TaskSkill:

Mini-Task Prompt:

Product:

Mini-Task scoring guide: Meets Expectations:

Not Yet: Attempts to meet the criteria for “Meets.”

Instructional Strategies/Notes:

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Suggested Pacing:

Professional Development/ Preparation:

PlanningSkill:

Mini-Task Prompt:

Product:

Mini-Task scoring guide: Meets Expectations:

Not Yet: Attempts to meet the criteria for “Meets.”

Instructional Strategies/Notes:

Suggested Pacing:

Teacher Preparation:

C. DevelopmentSkill:

Mini-Task Prompt:

Product:

Mini-Task scoring guide: Meets Expectations:

Not Yet: Attempts to meet the criteria for “Meets.”

Instructional Strategies/Notes:

Suggested Pacing:

Teacher Preparation:

D. RevisionSkill:

Mini-Task Prompt:

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Product:

Mini-Task scoring guide: Meets Expectations:

Not Yet: Attempts to meet the criteria for “Meets.”

Instructional Strategies/Notes:

Suggested Pacing:

Teacher Preparation:

E. EditingSkill:

Mini-Task Prompt:

Product:

Mini-Task scoring guide: Meets Expectations:

Not Yet: Attempts to meet the criteria for “Meets.”

Instructional Strategies/Notes:

Suggested Pacing:

Teacher Preparation:

Students turn in finished compositions for scoring and feedback. Teachers use LDC Rubric for Argumentation (see p. 4) to score student writing.

Extension: “publication” of student writing for authentic audience required in Paideia modules

F. Materials, References, and Supports

For Teachers For Students

Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.

Davis, Judy and Sharon Hill. (2003). The No-Nonsense Guide to Teaching Writing: Strategies, Structures,

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and Solutions. Portsmouth, NH: Heinemann.

Student Reader: see appendices.

National Paideia Center (2010). Teaching Thinking Through Dialogue. 2nd Edition.

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Section 4: What Results?How good is good enough?

A. Student work samples: Include examples of student work to represent each performance level on the teaching task.

B. Other scoring supports: To be determined as scoring work progresses.

Background:

Prompt:

MEETS EXPECTATIONSFocus Addresses the prompt and stays on task.Reading/Research Demonstrates generally effective use of reading material, interviews,

and/or visual material.Controlling Idea Establishes a theme or storyline that is carried through the narrative.Development Describes or relates with sufficient detail experiences, individuals, and/or

events; employs some stylistic devices to develop a sense of time, place, or character that illustrate a factual or informative purpose. Provides a conclusion or ending that follows from and/or reflects on the narrative. L2 Use some stylistic devices (e.g. imagery, tone, humor, suspense) to develop narrative.

Organization Applies a narrative structure that develops the storyline as a description or chronology.

Conventions Demonstrates a command of standard English conventions; makes transitions between sentences and paragraphs to connect ideas.

NOT YETFocus Attempts to address prompt but lacks focus or is off-task.Reading/Research Demonstrates weak use of reading materials, interviews, and/or visual

materials.Controlling Idea Theme is not carried through the narrative.Development Lacks descriptive elements that describe or relate experiences,

individuals, and/or events. Attempts to employ narrative techniques to develop a factual or informative purpose. Lacks a satisfactory ending or conclusion. L2 Uses few or no stylistic devices (e.g. imagery, tone, humor, suspense) to develop narrative.

Organization Applies a weak narrative structure; composition is disconnected or rambling.

Conventions Demonstrates a weak command of standard English conventions or is unreadable; little or ineffective use of transitions.

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Teacher Work SectionWhat now, what next?

A. Teacher thoughts. Provide thoughts and ideas after teaching the module to different students in different classes.

Note: use the Seminar Reflection Guide (see appendices) during the seminar planning process and after the dialogue to self-assess your planning and facilitation. This assessment tool will help you improve the seminar planning and facilitation process from one module to the next.

B. Possible variations. Add ideas for spin-offs or extensions to the module.

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Student Reader

Each LDC-Paideia module includes a selection of short texts on the same Essential Question of the individual’s relationship to society. These texts are used to provide students with ongoing reading practice during the implementation of the module.In addition to the Seminar text, the LDC-Paideia module includes a collection of supplementary reading selections to support students understanding of the background and context of the feature text.

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AppendicesLDC/Paideia Speaking and Listening Rubric

Demands and Qualities

Not Yet

Attention

Engagement

Articulation

Explanation

Expansion

Connection

Does not look at the person speaking Occasionally turns and talks to person sitting near by while

another person is speaking

Does not take notes related to the ideas being discussed

Makes barely audible statements

Makes simple, somewhat unrelated or repetitive points/ statements

Draws conclusions based on a single perspective

Does not ask questions Does not refer to what else has been said

Demands and Qualities Meets ExpectationAttention

Engagement

Articulation

Explanation

Expansion

Connection

Looks at the person speaking during most of the discussion Rarely talks while another is speaking

Occasionally takes notes related to the ideas being discussed

Gives way to another as a way of sharing the talk time

Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and grammar

Provides points/ statements about the discussion topic noting details related to sequence, category, purpose, or point of view.

Refers to the text or another relevant source

Considers another point of view and acknowledges personal bias

Asks authentic questions Paraphrases what else has been said

Demands and Qualities AdvancedAttention

Engagement

Articulation

Explanation

Expansion

Connection

Looks at the person speaking during the discussion Does not talk while another is speaking

Consistently takes notes related to the ideas being discussed

Gives way to another as a way of sharing the talk time

Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and grammar

Provides insight related to fallacies within the text; Tests assumptions and explores inferences

Refers to the text or another relevant source Illuminates relevance; Notes positive/negative implications Acknowledges difference in own perspectives—before and

now

Adds to previous statement by offering a more global/ holistic interpretation

Refers to another facet of an idea or another’s comment

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Considers multiple points of view and acknowledges personal bias

Asks authentic, thought-provoking, open-ended questions

Seminar Process Assessment

Name: _________________________________________________________Date: _________________________________________________________Seminar Title: _________________________________________________Ideas/Values: _________________________________________________

My goal for today’s seminar is to (check one):

___ Give way to another in order to share talk time

___Refer to the text in detail

___Consider multiple points of view

___Speak out of uncertainty

On a scale of one to five (one being not so good and five being excellent), I would rate myself as a _____ in relationship to my seminar goal because…

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Reflection Questions

What did I think about this subject prior to the seminar?

How did the seminar change my thinking about this subject?

What was the most important thing I learned about my classmates during the seminar?

What was the most important thing I learned about myself during this seminar?

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Seminar Reflection Guide

Teacher Name: Date:Subject: Grade level:Text: (title, genre)Teacher Facilitation goal selected:Student Participation goal selected:

Part 1I have led ______ (approximate number) of seminars this year with this class.Were there any special circumstances that should be considered while reflecting on this seminar?

How did this seminar text5 address the curriculum?

What did you do to prepare the students for this seminar?

What follow-up activities were planned for the students?

How did you determine student understanding of the ideas and values?

Reflecting on your growth as a facilitator, choose a goal for the next seminar.

Additional Comments

5 Throughout this document the word “text” is defined as a primary source material such as an essay, short story, poem, sculpture, painting, play, etc.

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Part 2For each of the following items please circle 1, 2, 3, or 4 as appropriate.

1=unquestionably, 2=probably, 3=possibly, 4=definitely not

Pre-Seminar Activities

1. The text chosen was appropriate for a seminar and the ability of the students.1 2 3 4

2. The room was arranged so that participants could easily make eye contact with one another.

1 2 3 4

3. A process goal was selected before the seminar began.1 2 3 4

4. The teacher had clearly stated expectations for behavior as evidenced by the students’ actions.

1 2 3 4

5. Students had adequate preparation for the discussion as evidenced by the quality of comments.

1 2 3 4

Teacher as Facilitator1. The teacher was seated on the same level with the students.

1 2 3 4

2. The teacher took notes/mapped the discussion.1 2 3 4

3. The teacher was knowledgeable about the text being discussed and could locate references to aid students in supporting the point being made.

1 2 3 4

4. The teacher refrained from giving his or her own opinion during the seminar.1 2 3 4

5. The teacher helped make connections between ideas. 1 2 3 4

6. The teacher encouraged student interaction (provided opportunities for shy students, was aware of eye contact).

1 2 3 4

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7. The teacher clarified when students misunderstood or factual errors were made by further questioning or probing if not corrected by other students.

1 2 3 4

8. The teacher occasionally paraphrased students’ remarks when necessary for clarification.

1 2 3 4

9. The teacher stopped misbehavior quickly and effectively.1 2 3 4

10. The teacher accepted and encouraged divergent views and opinions.1 2 3 4

11. The teacher included the whole group in discussion and did not focus on a select few.

1 2 3 4

12. The teacher refrained from summarizing the discussion (telling students what they learned at the end of the seminar).

1 2 3 4

Questioning Strategies1. The teacher questioned students, not telling or teaching factual knowledge about the text.

1 2 3 4

2. The opening question was broad and each participant was given an opportunity to respond (this does not mean every seminar must begin with the round robin technique).

1 2 3 4

3. The questions posed did not lead students to a preconceived “right” answer.1 2 3 4

4. The teacher allowed sufficient wait-time for students to think before allowing responses or asking another question.

1 2 3 4

5. The teacher was a good listener and framed follow-up questions from student comments.

1 2 3 4

6. The teacher made smooth transitions between questions asked (not “my next question is”).

1 2 3 4

7. The teacher asked questions that generated higher order thinking (analysis, synthesis, evaluation).1 2 3 4

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8. The teacher asked closing questions that encouraged students to explore the personal relevance of text.

1 2 3 4

Student Participation1. Students had a copy of the text being discussed in front of them or where all could refer to it.

1 2 3 4

2. Students observed the rules of behavior for seminar participation.1 2 3 4

3. Students talked more than the teacher.1 2 3 4

4. Students did not require permission from the teacher or other students to speak during the seminar.1 2 3 4

5. Students directed comments to each other rather than the teacher.1 2 3 4

6. Students showed respect for others’ views and opinions by listening and not criticizing others.1 2 3 4

7. Students supported their statements with references to the text.1 2 3 4

8. Students used each others’ names when agreeing or disagreeing with one another.

1 2 3 4

9. Students asked meaningful questions during the seminar.1 2 3 4

10. Students were comfortable sharing opinions based on text evidenced by a conversation-like atmosphere.

Post-seminar activities1. The process goal was re-examined and suggestions were made for the next seminar.

1 2 3 4

2. The map or reflections were shared with the students.1 2 3 4

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3. Students were given the opportunity to further reflect and articulate their thoughts.

1 2 3 4

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