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I used a Canva template and adjusted it to engage K-12 students to support their readiness to learn and social-emotional regulation. The learners are children who may come to school bearing various emotions, such as happiness, worry, or frustration, and need a structured way to recognize and convey how they are feeling. What I feel will help with communicating these feelings is a simple, accessbile tool to express their emotions, identify what support they need (e.g., a break, a calming tool, or readiness to learn), and practice self-regulation strategies. The specific issue to solve is the lack of consistent system for students to articulate their emotional states, which can negatively affect focus, classroom behavior, and overall learning engagement. If I had more time, I would have added multiple emotions. As we move into higher grades, bigger emotions can be identified (e.g., stressed, overwhelmed, content, comfortable). I would like to give students the opportunity to even circle more than one of the multiple emotions so that they know it is possible to feel contrasting emotions at the same time.

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For my classroom challenge, I chose strategies with supporting multilingual learners. With the wide variety of backgrounds and cultures you can potentially have in any given classroom, it's important to be able to effectively engage with students in a way that they understand. This is especially true when it comes to students who don't speak fluent English (or any English at all!). While I'm aware that, compared to others, this isn't the flashiest design I could make, I wanted to get the information to my students as effectively as possible. Including not only translations of the signage, but imagery of what's being referred to can help multilingual students a great deal. If I had more time to test, I'd like to ask any staff members who understand the language if they'd recommend changes to my translations. Since it's difficult to speak Spanish myself, getting opinions from native speakers would help substantially with communicating with my own multilingual students.

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I have not used canva in a while and was just starting to get the hang of it again, but If if had more time, I would've played around with the formatting and font color because I couldn't figure out how to change it. I also would've added a small caption under each square to ass on more context behind each phrase, but I think it still gets the basic message across.

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Coral Holmes- Design thinking Mini-Challenge

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Coral Holmes- Design thinking Mini-Challenge

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The classroom challenge I chose to work with is the fact that many students have trouble staying engaged during independent reading time. Especially students who easily lose focus or those who have trouble picking a good book. These learners are elementary students, including reluctant learners and those with different reading levels. These students need support when choosing books, staying motivated and having a clear understanding of what is expected during independent reading time. They also need reading to feel fun and achievable rather than frustrating. The specific problem to solve here is that students are having trouble staying engaged during independent reading because they lack motivation, struggle to select appropriate books for their reading level, and do not have a clear structure to follow while independently reading. One possible solution for this problem would be creating a digital book match choice board where students answer a few simple questions and then they will receive a list of book suggestions. Another option would be some sort of challenge tracker like reading bingo. This would be a fun way for students to stay engaged because it will build motivation in a fun and exciting way. My third recommendation is having short digital book talks. These could be short recorded flip videos that students can record after finishing a book they like to recommend it to other classmates. I created a simple “Reading Bingo” board with kid friendly reading challenges like read with a partner or read a nonfiction book. Students can digitally check off squares as they complete them, which makes reading time more structured and motivating. If I had more time, I would test the Reading Bingo board with a small group of students to see which challenges feel motivating versus too difficult. I would also add differentiated versions for different reading levels.

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Reading Bingo_ Challenge your literacy goals

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For the classroom challenge, I chose kindergarten students who struggle with smooth transitions between activities. This can lead to lost instructional time and frustration because directions are usually given verbally and not all students process them the same way. Kindergarten students need clear, predictable directions to help them move calmly from one activity to the next. Kindergarten students benefit from visual cues, predictable routines, and simple language. They need clear support to understand what is happening next. I created a visual transition board with pictures that shows the current activity, the next activity, and a simple 5–3–1 countdown. The slide can be projected during transitions to support independence and calm movement. If I had more time, I would test the slide at different times of day and observe which transitions perform best. I would also add student voice by letting students help choose icons or sounds for transitions.

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Anna Caputo- Design Thinking Mini-Challenge

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Anna Caputo- Design Thinking Mini-Challenge

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The classroom challenge I focused on for my mini-challenge was hat many students ages 8–11, even at younger ages today, spend a large part of the school day completing assignments on screens, which can lead to distraction, fatigue, or lower engagement. My Canva design is Balanced Learning Choice Board designed to help students stay focused while also encouraging a healthier mix of digital and hands-on learning. In my EDEE 370 class, we have been learning how adding movement and brain breaks in the classroom can improve focus, academic success, and overall student well-being, so I wanted to connect that idea here. This prototype reminds students that technology should be used as a tool for meaningful learning, not just constant screen time. If I had more time, I would test this with students and revise the choices based on what helps them stay motivated and engaged. I could also allow them to suggest alternatives that best fits their needs. I would also add a few more details to my poster or even print it out to put in my future classroom.

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This mini design challenge was especially meaningful to me because I was once a multilingual student myself, and I am now pursuing my MLL certification. I remember understanding more than I could confidently express and sometimes feeling hesitant to participate. This assignment helped me see the importance in intentionally designing learning experiences that remove language barriers while promoting confidence and inclusion.

To strengthen ideas three and four, I would encourage students to brainstorm, label, or discuss ideas in their first language before sharing in English. This helps students feel that their home language is valued rather than replaced. I would also provide recorded directions and vocabulary pronunciation using digital tools, and offer students the option to share their thinking through voice recordings if they are not yet comfortable speaking in front of the whole class.

If I had more time I would have added more descriptive sentences and played around with the layout and colors. In the future I would gather student feedback to ensure these tools truly reflect their needs and make them feel seen and valued in the classroom.

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Pink Colorful Illustrative Mind Map Brainstorm

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Some kindergarten students have difficulty following instructions or expectations during transitions (cleaning up, moving between activities, lining up), which can lead to frustration, delays, and noise. Kindergarten students usually range from the ages of 5-6, who are still developing self regulation skills. Furthermore, many are still learning skills like: routines, impulse control, and responding to visuals, consistency, and immediate feedback. All of this leads to the question of how we might help young students understand and follow transition expectations in a calm and positive way? Some ways that you could illustrate this is: using a visual transition countdown timer with pictures instead of numbers, develop a digital visual schedule with icons showing what to do next, create a short animated “transition routine” video that students watch daily, or introduce a simple reward system tied to smooth transitions (smiley faces, stars). If I could implement this strategy (with more time given), I would examine if students work well with visual reminders or if they still need verbal reminders as well. I might add audio cues to the given slide if the students are not noticing, or may even simplify the slide.

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Identify a Classroom Challenge:

The challenge I chose was engaging children at the start of a school day. The transition from home, early in the morning, to school can be difficult. Every child additionally deals with a different home life. Implementing a plan to help every child emotionally regulate and be in the right place to engage with the lesson to come at the beginning of the day can foster classroom community and help children get the most out of the school day.

Apply the Design Process:

The learners are young children who are at a point in their cognitive development where they are still learning how to emotionally regulate, express their feelings, delegate their attention, and collaborate with others. What I believe they need is a cool-down or activity session at the beginning of the day so that they can ground and express themselves. This will decrease restlessness, anxiety, and keep their brains more active during lesson time. One possible solution is to have a session led by the teacher at the beginning of class through multiple physical activities, such as yoga poses and jumping jacks. Classrooms could also have a sharing session at the beginning of class where sheets are handed out with a list of feelings and corresponding pictures. Students can take time to reflect on the sheet and then share if they want to. A third solution is having different stations in the classroom for sensory integration and play. As students come into class, they will be free to go to whichever station they choose and have time for independent play. This gives them a chance to develop skills such as collaboration, imagination, and time management. This is what I think the best solution is out of the three options. If I had more time to test this “prototype,” I would experiment with ways to solve issues such as kids fighting over stations, having enough time for children to clean up their stations, teaching them responsibility, and how to pull kids away from their stations without causing a tantrum.

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I decided to look at the challenges that multilingual learners face in the classroom. One challenge specifically, involves Multilingual learners that may participate less in group discussion with their classmates because they are not as quick to recall words in English, or simply have a low confidence in speaking English. I think this problem persists in classrooms but may often go unnoticed. The students may be understanding everything their peers are saying in group work but do not get the chance to speak their mind and voice their opinions because they are dominated by students who are very vocal and confident in their language. I think it is important to give the multilingual learner a lead role in group work at times, for example leading the discussions and being the speaker for the group. As a teacher, the specific problem to solve is how to build confidence and give an equal opportunity for multilingual learners to participate in group discussion in the classroom? One solution would be to assign the multilingual learner the "leader" role in small groups. Another option would be to set a time to ensure each person in the group has an equal time to speak in the discussion. If I had more time to test I would create a more in depth confidence building activity amongst peers in a classroom. My son is a multilingual learner in school, and his kindergarten teacher always says to speak "loud and proud" and it boosts his confidence. That is why I chose to use this phrase in my digital visual, along with children from different backgrounds expressing their ideas. It shows that group work can be a positive discussion for all students regardless of language barriers.

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For this activity I used a Canva template to help engage reluctant readers. The group of students I chose to focus on are kindergarten and first grade students who while learning to read show a disinterest or dislike in reading. My goal is to get these students who are struggling with reading to engage or start to like reading. For my ideas to change this disinterest or dislike I would encourage students to choose what they want to read or encourage them to read books that go over topics that they are passionate about or have interests in. For my second idea I would try to make reading fun and social by reading to the class or having students read to each other or together. I would also as a teacher show my students that I have my own interest in reading. For my third idea I would have a reward system for reading and also make reading as low stress as possible, I could do this by taking away popcorn reading or other things that bring students stress. For my final idea I would have a space in my class that is comfortable for reading. If I had more time to test I would collaborate more with the library teacher on ways to encourage reading. I would also do activities that include the whole school rather than just my class.

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Pink & Blue Illustration School Background Poster

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For this activity, I decided to look at an issue that I have had while teaching. In a 2rd grade classroom, I noticed that there was a difficulty in transition, and realized that sometimes it could almost take 10 minutes. The idea for this slide is to be put up after the teacher gives verbal directions. The idea in this classroom is that they use a reward system, and that if they can get to the carpet before the 2 minutes end, they get a point. If I had more time, I would go into a classroom and spend two weeks to track to see if the transition time actually decreased. I would ask students for feedback to see what type of visuals, sounds, or rewards were the most motivating. Based on their information, I would then adjust the timing, support, or the level of structure to better the transition.

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The classroom challenge I chose to identify was how to engage reluctant readers. I remember being in school and always being worried about what my peers thought of the books I was reading or not reading. The reason I chose this challenge was because I think children should not be embarrassed of their reading level or what books they want to read and the reason for that is if a child is reading, they are learning. So how do we achieve this? I chose to target a second grade classroom, however I believe this can be implemented into any age group if necessary or wanted by the teacher. My original idea for this was getting iPads that have custom stories where there are animations that help bring the story to life. I thought that would be too expensive. My next idea was bringing a comfortable space for students to read on their own and just relax if they need it. Well I thought this idea would not have enough effort put into it. My last idea was to try and combine the two, creating a space “reading corner” where students are encouraged to read just by looking at the space. There could be snacks and waters available to help nourish the brain. Simple puppets or pictures that would be book specific to help bring the story to life. Finally I would make it so the children could have a private space or they could have friends join allowing for collaborative reading. The point of this project is not to get kids to read a lot of books but rather get them excited about reading and understand that it can be fun.

If I had time to test I would see how this worked out over a week or two and see how I can make changes based on the students' needs with them interacting with the supplies and see how I can make it better based on this. Maybe incorporate an audio area where students can listen to books while they read.

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Jiralmi Lugo- Engaging Reluctant Readers 

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Jiralmi Lugo- Engaging Reluctant Readers 

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The classroom challenge I chose was engaging reluctant readers. In grades K-12, children have a wide breadth of experiences with reading; most view reading as a chore and a boring task. My goal is to change their perception of reading by allowing them to read books in groups and engage in conversation about what is happening in the book.

Who are the learners: Students in 3rd -5th grade

Specific problem: Engaging reluctant readers

Possible solutions: To engage reluctant readers, I find it useful to create a small community of readers who are engaged in the same book to share ideas and reflect on what they have read. First, I recommend forming a book club with students who are interested in reading the same book. After this, we will establish smart goals to read the book within a month, and we will meet to discuss our thoughts on the book. This would all be displayed in the classroom, providing a visual tracker to keep them motivated and on task. Lastly, to wrap up our books, we will celebrate with a small party where students dress up as their favorite characters and give brief presentations on the books. Why do they recommend it, or why not? If I had more time to collaborate, I would try to work with parents to foster a desire for learning inside and outside the classroom.

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White and Blue Trendy Customizable Monthly Lookback Instagram Post

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I chose a kindergarten classroom challenge focused on voice volume and self-control because young students often need extra support in learning how loud or quiet their voices should be at different times of the day, especially during centers, transitions, and group activities. Kindergarten learners are still building self-regulation skills, so they benefit from clear visuals, simple language, and consistent reminders. The specific problem I wanted to solve was how to help students remember and use the correct voice level in a way that is easy to understand and use every day. I brainstormed three ideas: a digital voice-level chart, a short video demonstrating voice levels, and a voice-control poster on the wall. I chose to create a voice-control poster because it gives students a constant visual reminder they can refer to throughout the day. My prototype is a colorful kindergarten-friendly poster displayed on the wall with voice levels labeled from 0 to 4, using simple words: Level 0 (silent voice), Level 1 (whisper voice), Level 2 (table talk), Level 3 (presentation voice), and Level 4 (outside voice). I made the poster in Canva and would print it for the classroom wall. If I had more time to test it, I would use the poster in classrooms, use reminders, and observe whether students start checking it on their own and use the correct voice level more consistently. I would also ask students to practice each voice level and see if any labels or visuals need to be clearer. I might improve it by adding color-coding or movable clips so the class can point to the current voice level for each activity.

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Statement of the Challenge:
Kindergarten students often struggle to stay engaged during independent reading time because they have a hard time choosing books that match their level and interests, which leads to off-task behavior.

Who are the learners? What do they need?

The learners are kindergarten students between the ages of 4–6. They are all at different stages in their reading development. Some are just starting to recognize letters and sight words, while others are beginning to read simple sentences. They need clear visual supports, structured choices and encouragement to feel confident choosing books on their own. At this age especially, they benefit from guidance and interactive tools that help them stay focused.

What is the specific problem to solve?

The specific problem is that students lose focus during independent reading because they don’t always know how to pick a “just right” book, and there isn’t enough structure to guide their choices.

Brainstorm at least 3 possible solutions

1. Create a digital book choice board using Google Slides with clear picture icons and labeled categories.

2. Record short Flip videos where the teacher models how to choose a “just right” book.

3. Design a Seesaw reading checklist where students can tap strategies they are using while they read.

Low-Stakes Digital Prototype

For my prototype, I chose to create a Digital Book Choice Board using Google Slides.

The slide is titled “Pick Your Reading Adventure!” and includes three large visual sections:

Easy Readers

Picture Books

Challenge Books

Each section has a simple icon and color-coding to make it easy for students to understand. There is also a reminder that says: “Look at the pictures. Read the words. Ask yourself: Is this just right?” Students can drag a star into a “My Choice Today” box to show which type of book they selected.

This slide would be displayed on the SmartBoard during independent reading time to guide students through the selection process in a structured but engaging way.

Test / Reflect.

If I had more time, I would test this with a small group to see if students actually use the board independently or if they still rely on teacher prompting. I would also ask students which categories make the most sense to them. I might add audio directions for students who are not strong readers yet or who are multilingual learners so the support is more accessible.

This mini-challenge helped me see how digital tools can be used for actual problem-solving instead of just presenting information. Creating a prototype and thinking about how I would revise it made the design process feel more real and practical.

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For this assignment, I chose to focus on improving transition times in elementary students, specifically the transition from recess to learning. This is a challenging time for students because they are usually having fun with their friends and it's difficult to settle down and return to a learning environment. With that in mind, I chose to create a poster that would give students a step by step on what to do when coming back from recess. Giving students step by step tasks will help them stay focus and gradually return to the learning environment. If I had more time, I would dive deeper on what specifically students need during this time, what subject their transitioning to, and what specific materials they may need. I would also consider adding more steps depending on their needs.

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Taylor Coker: Design Thinking Mini-Challenge

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Taylor Coker: Design Thinking Mini-Challenge

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For my classroom challenge, I chose the struggles with independent reading. Many students in grades k5-7 often struggle with staying engaged during independent reading, often times the students will lose focus or choose books that do not meet the standard. These learners have a wide variety of interests and reading abilities, they need help with finding the books that are just right for them, being motivated, and building personal reading goals. Most students will feel frustrated if the text becomes difficult for them to understand or that will lose interest when they cannot find ways to relate to the book. Some ways to help students could be creating a class reading map where students will travel to different places on the map based on the number of pages read and doing a fun activity that relates to the place we are “travelling” to. Another idea could be to do weekly videos and have the kids explain the book and make a commercial where they are trying to sell the book to their peers. Lastly, a reading streak tracker where students can digitally mark how many days in a row or how many days of the week they read more then 5-10 pages of their book. I used to canva to help me create a reading tracker where students can write down the amount of pages they read, pick any color to fill in the space, write the date they read the pages on, and then chose an emoji to best describe how they felt about what they read. To go along with the tracker, at the end of the week, students will take a “quiz” where they write down the number of pages they read in total throughout the whole week, describe their favorite thing that happened in the book, describe what their goal of the week was and how they achieved it, and then have them reflect on whether they met their goal and what helped or explain what they could do differently to meet their goal. If I had more time to test this idea, I would test my tracker with students to see if they are creating and meeting their own weekly goals and track whether students' reading increased or stayed the same.

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The classroom challenge I chose to work with is multilingual learners. My field is currently in a 3k classroom in a large Spanish-speaking community. Many are still developing English vocabulary while learning basic math skills. I’ve noticed around the classroom that there are translations for furniture. The specific problem is that students have difficulty learning English while also developing number recognition and understanding in their first language. I think that visual and bilingual support would help them understand and practice counting in both English and Spanish. I made a bilingual number chart 1-10 in English and Spanish to display in the classroom so students can practice counting and associate numbers with words in both languages. If I had more time to test, I would observe how students interact with the chart. If it helped, I would seek games or activities to increase engagement and reinforce counting in both languages.

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I created a Calming Strategies poster for a 1st grade classroom using a Canva template to demonstrate different mechanisms students can use to help calm down when they are feeling upset or coming in from recess or lunch. When introducing this poster, I would point it out early in the week and demonstrate each exercise or activity so they understand how to use the poster to their best abilities. They have big feelings and are still learning how to manage their emotions, students get overwhelmed, frustrated, or very excited. They need simple and clear strategies to help them calm their bodies and minds. The problem is that students do not always know what to do when they feel upset or overstimulated. Without a clear system, they may cry, argue, or have difficulty transitioning back to learning. In order to help students clam themselves and their bodies when coming into class or during transitions it is best exemplify ways they can regulate themselves. My first thought was to create a small calming corner with visual choice cards they could use to mimic calming strategies, but in order for this to be useful I would have to make sure to always create time for students to take time at the calming corner which can be unrealistic in a real classroom. I think it would also be helpful to implement a calming video or song into everyday transition periods to create a routine that could help them calm down faster and help them be ready to learn much sooner. The last idea I had was to take 30-40 seconds after students sit down to do the balloon breathing exercise; it is good to have a routine like this so when we do the exercise they know, "we are about to learn," while also slowing their heart rates. If I had more time to test this poster, I would observe which strategies students choose most often and adjust the options based on what helps them calm down fastest. I might also simplify the layout or reduce the number of choices so students can decide more quickly during transitions. Finally, I would gather student feedback to see which visuals are the most engaging and easy to understand.

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For my classroom challenge, I chose elementary students who are reluctant to read and feel unmotivated during independent reading. In many classrooms, independent reading is meant to be a quiet and enjoyable part of the day, but for some students it can feel stressful or boring. Some children struggle with confidence, some feel they are “bad readers,” and others simply have not found books that match their interests. Because of this, a lot of them avoid reading or pretend to read which leads them to being bored.

The learners are elementary students, likely in grades 1–3. At this age, students are still developing reading skills and confidence in reading alone. Some students may feel embarrassed if reading feels difficult. Many young students are motivated by fun, rewards, and choice. They need reading to feel exciting and rewarding rather than stressful or forced. Therefore with this plan I hope to make independent reading feel exciting, motivating, and rewarding so that reluctant readers feel more confident and willing to read.

I plan on letting students have a choice in what they read so they feel like they are taking ownership of their independent reading. I also plan on creating a digital reward chart like the one listed above that celebrates reading milestones. Also for those who have trouble reading I plan to provide access to audiobooks so struggling readers can still enjoy stories and build confidence while following along.

For my prototype, I created a digital star reward chart poster using a digital design tool. This chart is designed to be colorful, fun, and easy for young students to understand. Each student moves their star up the chart as they complete reading goals such as finishing a book, reading for a certain amount of time, or trying a new genre. As they move up the chart, they earn stars and small rewards like choosing a fun activity, sitting by a friend, or picking from a prize box.

If I had more time to test this idea, I would try it with a small group of students during independent reading time and observe their engagement. I would ask students how they feel about the reward system and what types of rewards motivate them the most and then change the chart accordingly.

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For my classroom challenge, I chose kindergarten students who struggle with cleaning up and transitioning from centers back to whole-group instruction. In many kindergarten classrooms, center time is exciting and hands-on, so when it is time to stop and clean up, students often have difficulty shifting their attention. Some continue playing, some argue about materials, and others move very slowly. This can cause chaos and divert valuable instructional time.

They are kindergarten students, between five and six years old, and at this age, they are still developing their self-regulation skills and learning how to follow multi-step directions. They do, however, respond well to visuals, music, routines, and clear expectations. Some may need concrete reminders and positive reinforcement to help them complete their tasks independently.

My overall goal is to make clean-up/transition time feel more structured and motivating instead of stressful or rushed. To address this challenge, I could introduce a cleanup song with a visual countdown timer, and secondly, I could assign classroom jobs during and for clean-up/transition time so each child knows exactly what they are responsible for, as it will be visible for them to reference.

For my prototype, I created a digital transition slide using Canva, which can be applied to Google Slides, that combines the clean-up tasks, job chart, and a visual countdown timer for the cleanup song. When the song begins, the timer starts, and the slide stays projected so students can visually check their jobs/roles. This prototype supports structure by combining music, visuals, and defined roles all in one place.

If I had more time to test this idea, I would use it consistently for one week and measure whether transitions become quicker and smoother. I would also ask students if the timer and visuals helped them know what to do. Based on their feedback, I might adjust the length of the timer or simplify/detail the visuals.

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Challenge: Parents may feel unsure about how to recognize signs of bullying or how to effectively support their child in preventing or responding to it.

Empathize: Parents want their children to feel safe and supported but may not always know when bullying is happening or how to address it. They need clear, accessible information, practical strategies, and guidance on how to communicate with both their child and the school.

Define: Parents need tools and resources to help them identify bullying, support their child emotionally, and take appropriate action to prevent or respond to bullying situations.

If I had more time, I would add more details to the graphic, like extra tips, examples of real-life situations, or include links to additional resources. I would also want to know if parents feel more confident supporting their child after using it.

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Grade Level: 10th

A common challenge with many high school level students in modern times is their ability to focus for long periods of time. A lot of students struggle to stay engaged with note heavy lectures, often not getting any hands-on experience in the learning or actual engagement with the content. For history specifically, many students can feel overwhelmed with the feeling of having to memorize names, dates, and faces. They often disengage with the material as it usually entails copying from a screen, either via typing or writing. Students struggle to remember class material due to lack of engagement and can end up feeling lost or confused. Passive note taking takes away creative freedom and makes kids feel restricted and keeps the classes feeling repetitive and boring.

These students have grown up in a society that pressures them to do well in classes but also idealizes note-taking based lesson plans as the main form of doing course work. They have other classes that they also have to study for and may be overwhelmed with their work load. Getting distracted is easy for them because they have the same structure for lesson plans in a majority of their classes. We want the students to be engaged! Keeping them in tune with the course material while also giving them the opportunity to do hands-on learning keeps them engaged and more likely to remember aspects of the lesson later down the line! Some solutions to this could be 1. Give them something that will move them around the classroom, like station work or a group activity. 2. Have them do an activity involving acting as somebody in the time period we are learning about 3. Give them an interactive lesson where they are consistently interacting with the material as well as taking notes. I chose option 3, and Pear deck is a great tool to help create a more personal and interactive lesson. Have daily check-ins via the pear deck to see how students are feeling and adjust the lesson plan based on class consensus.

https://docs.google.com/presentation/d/1y0wwo9V2AGXLcck-AOor1BrfNgvT1-akA8KOeqqSmq0/edit?usp=sharing

I would add more pictures throughout the presentation to keep the students engaged and I would probably add more interactive slides throughout. I want the students to be actively participating but also get the chance to have fun and get a little bit of a break from just having to do heavy note taking. The pauses for interaction within the pear deck give the students time to have a break from note taking and let them think about the material that they are digesting and use it to answer interactive questions. They will also get to see other students’ responses, which can help them better their understanding of the topic by bringing different thought processes to the table.