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早期学习者从双语会话到双语读写的发展路径

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早期学习者从双语会话到双语读写的发展路径

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发展早期学习者双语能力的重要因素

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发展早期学习者双语能力的重要因素

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Phase 3 D1 Foundational Understanding + Teaching Reading (Sept 2025) (3)

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Curriculum Development for Foundational Literacy Skills

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提高Oracy (书面口语能力)的教学策略

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提高Oracy (书面口语能力)的教学策略

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Phase 3 D1 Foundational Understanding + Teaching Reading (Sept 2025)

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Phase 3 D1 Foundational Understanding + Teaching Reading (Sept 2025) (2)

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Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy)

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Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy) [Frey, Nancy, Hattie, John, Fisher, Douglas] on Amazon.com. *FREE* shipping on qualifying offers. Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy)

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教学说明文构思策略：

1. 一种说明文的基本结构：从主题到细节说明。

2. 学生构思，选择想写的话题/主题，老师记录，展示如何使用构思图帮助我们构思。

3. 作家在构思时，可以快速画出想写的信息和细节，也可以写出关键词提醒自己要写的信息。

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SAIS Phase 2 D3 Instructional Practice (Oct 2024) (2)

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《可见的学习与深度学习》Developing Assessment-Capable Visible Learners, Grades K-12 作者: （新）约翰·哈蒂 （美）南希·弗雷 （美）道格拉斯·费舍 John Hattie, Nancy Frey, Douglas Fisher | Singapore Chinese Bookstore | Maha Yu Yi Pte Ltd

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教育的终极目的不是教会学生数学、阅读、科学或任何其他科目，而是引导学生进行深度学习。sku: 9787515361116 Author: (新西兰)约翰·哈蒂 (美)南希·弗雷 (美)道格拉斯·费舍 John Hattie, Nancy Frey, Douglas Fisher Publication Date: 01/10/2020 Publisher: 中国青年出版社 学习者需要具备技能和知识，但也需要意志力和兴奋感，只有这样学习才会变得更加深入，学习者才能坚持不断地进行自我评估、提升自己的学习能力。教师要想培养出具有评估能力的可见学习者，就必须促使每位学生具备这些品质和能力。事实上，教育的终极目的不是教会学生数学、阅读、科学或

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SAIS Phase 2 D1 Instructional Practice (Oct 2024) (2)

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SAIS Phase 2 D1 Instructional Practice (Oct 2024)

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SAIS Phase 2 D3 Instructional Practice (Oct 2024) (3)

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Phase 3 D2 Small Group Reading + Advanced Grammar (Sept 2025) (2)

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SAIS Phase 2 D3 Instructional Practice (Oct 2024) (4)

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Assessment of the Effectiveness of a Chinese Literacy Assessment tool for School Learners in Singapore

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Diagnostic Assessment Development in Chinese

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Diagnostic Assessment Development in Chinese

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字词研究常规：

1. 小小课，学习一组新词语（春天，秋天，夏天，冬天）

2. 独立研究，朗读字词，思考哪些字词和“树”有关，记录下来。

3. 在Seesaw上发表研究，说一说“树”和……有关，因为……

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共同写作和互动写作的目的

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共同写作和互动写作的目的

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SAIS Phase 2 D1 Instructional Practice (Oct 2024) (3)

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SAIS Phase 2 D1 Instructional Practice (Oct 2024) (1)

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教学构思策略：

1. 用手指着空白书页，说出想写的内容。

2. 在每一页快快画出想写的内容。

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Phase 3 D1 Foundational Understanding + Teaching Reading (Sept 2025) (1)

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1. 使用Writing Progression辅导学生写作学习。

2. 如何使用Writing Progression，基于Assessment as Learning的目的。

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创建双文化、双语言及读写的双语课程

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创建双文化、双语言及读写的双语课程

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Guiding Principles for Language Learning

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Guiding Principles for Language Learning

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Here's why language learning should be a central part of any curriculum

These Guiding Principles for Language Learning identify what is effective in language learning and guide educators and learners. They are presented to lead and shape the discussion on effective instructional practices, useful to learners, educators, parents, administrators, governing bodies and boards, legislators, and the community at large.

How they are formatted

Each Guiding Principle follows the format of answering four questions:

What? Identifies the guiding principle and briefly describes it.

Why? Explains a rationale behind the statement and a brief overview to frame the guiding principle.

How? Describes strategies for acting on this guiding principle, implementing the practice in instructional settings, and using this guiding principle in supporting learners.

How to find out more: Provides specific references for underlying research, additional resources, and applications.

Explore the Guiding Principles

These statements are not a finite or fixed list but are intended to evolve and continue to grow as new topics emerge and to reflect new realities in the diversity of learners and learning situations. ACTFL welcomes ongoing discussion to update and refine these statements, informed by new research and experiences. Join the discussion.

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world language teaching; language assessment; foreign language teaching

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ACTFL | Guiding Principles for Language Learning

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Here's why language learning should be a central part of any curriculum

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Integrated Unit Plan for CLA by Yuri Liu

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双语课程的目标与理论基础

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双语课程的目标与理论基础

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Guiding preschool and early elementary students to interact with texts can engage and empower them to develop their reading skills.

When teachers read aloud and also let students interact with a text in meaningful ways, they're offering one of the highest-impact instructional moves-interactive read-alouds (IRAs). Interactive read-alouds are important all year, but especially at the beginning of the year.

Through IRA, students can see themselves and learn about others; we can build community and normalize the range of feelings that students have at the beginning of the school year. When we offer a range of texts, we honor students' funds of knowledge. When teachers read to students, we provide a model of expert reading. The following are some ideas for high-quality IRAs to start the school year.

Making a Read-Aloud Interactive

Stop and think.

Stop and jot down a few words or a quick sketch.

Turn and talk: After some time to think, students turn and talk to a partner. (Often partners are assigned, so the students have built a relationship and a talk routine.)

Gesture by giving a thumbs-up/thumbs-down, a fist to five, etc.

Act it out: Make a facial expression or use body language to show an emotion that a character may be feeling.

A read-aloud becomes interactive when a teacher strategically plans for opportunities for students to interact with the text. By reading the text to students, the teacher is taking on the cognitive load of decoding, enabling students to think deeply about a text. I recommend stopping for interaction four times during a 10-minute read-aloud; don't stop too many times-it feels choppy and inauthentic. The interaction can include a question or noticing followed by asking students to do one of the following:

When planning for interactions, I consider the standards I'm teaching. Then I preview the text and choose where I'll stop and what I'll ask students to do, and then write these on a sticky note to refer to when I read. Often I'll also provide sentence stems to support discourse and thinking.

IRA is one of the most impactful teaching strategies teachers can use; it gives students opportunities to interact with complex, grade-level text, which is necessary for rigor and growth. It provides a teacher with modeling fluency, effective comprehension, and vocabulary strategies, all of which students need for strong reading development.

An interactive read-aloud builds listening comprehension, which is important for our youngest students. Beginning readers read simpler texts, so teachers need to expose young students to texts with higher language demands early in order to prepare them for later reading. (Students can read from within several levels, depending on interest and background knowledge, so you'll be choosing texts more personalized for each student during their small group and individual reading.)

Interactive reading provides oral language opportunities that are crucial for building vocabulary and knowledge. It helps unpack the code of written text that empowers students both as readers and in their own choices as writers. According to Shifting the Balance, by Jan Burkins and Kari Yates, "Interactive read-aloud provides an important bridge between spoken and written language combining a more conversational guided experience with the more complex and formal language of books."

Selecting a narrative text

An effective IRA begins with carefully selecting a text. I ask myself, "Of all the texts in the world, why am I choosing this one for this group of students?" Students need to feel a sense of belonging in order to learn and that a sense of belonging can grow from seeing one's identity represented in the texts read.

Over time, I strive to provide a variety of narratives with diverse characters to expose my students to new perspectives. By offering a variety of perspectives, I model that we value and learn from differences. By presenting a range of human experiences, I strive to normalize the range of emotions we have as humans. Carefully selected texts provide windows and doors into others' experiences and reflections of one's own experiences. They have the potential to humanize the classroom and the curriculum.

Choosing a range of texts

IRAs can take the form of a variety of texts beyond narratives. I use Gholdy Muhammad's definition of text: " anything that can be read-both print texts and nonprint texts." I've used poetry, lyrics, images, video clips, letters, and nonfiction texts, depending on the priority standards of a lesson and what students will find the most engaging.

Texts can both honor the funds of knowledge, interests, and expertise that students bring to the classroom and expose students to new topics and build background. Nonfiction texts can help students grow skills and expertise in a variety of subject areas, increasing their disciplinary literacy. They can read like a scientist, an artist, and more. This is empowering and helps nurture a learner identity.

When we choose texts intentionally, students feel seen, heard, valued. Stories and texts can normalize the range of human experiences. We sit together in community to read and delve into the text, which builds a sense of belonging. IRA is a beautiful and important strategy to use at the beginning of the school year and throughout the year.

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Interactive Read-Alouds in the Early Grades

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Guiding preschool and early elementary students to interact with texts can engage and empower them to develop their reading skills.

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二年级教学实例：5天教学计划

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Yuri Liu, Ed.D.
Email: yuri.yuan.liu@gmail.com

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Yuri Liu, Ed.D. - Grade-Level PLC Lead; Chinese Immersion Teacher - Singapore American School | LinkedIn

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Yuri has worked in the USA, China and Singapore as a researcher, teacher, instructional coach, and program director in PreK-G16 since 2006. Prior to her journey in Singapore, she was director of the Chinese immersion program at a K-G8 public school in Portland, Oregon. For many years, she directed the STARTALK language programs funded by US Federal grants and developed teacher training programs for PreK-G12 Chinese teachers in the USA. She also speaks at international conferences and consults with schools around Asia on implementing engaging, responsive reading and writing instruction. Yuri holds a Bachelor of Arts in Teaching Chinese as a Foreign Language from East China Normal University, and two Masters from the University of Oregon - Master of Science in Educational Methodology, Policy and Leadership and Master of Arts in Applied Linguistics. She has attained her Doctor of Education at the University of Southern California, with a specific research focus on the application of culturally relevant pedagogy in Chinese language immersion education. She believes in a holistic and interdisciplinary approach to education. Her primary interests are data-informed instruction, curriculum design/implementation, program development, and organizational change. Yuri calls both Shanghai and Portland home indefinitely. Her personal interests are travel, reading, hiking, biking, swimming, and culinary tasting. She is also enjoy the outdoors, and can be found at a local rock climbing gym, on her yoga mat, or an island on the Pacific or Indian Ocean. | Learn more about Yuri Liu, Ed.D.’s work experience, education, connections & more by visiting their profile on LinkedIn

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如您对教学有进一步的疑惑与需求，可以记录在这

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如您对教学有进一步的疑惑与需求，可以记录在这里， 我们会随时跟进。

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Comprehension Planning for Shared Texts + Independent Read

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Comprehension Planning for Shared Texts + Independent Read

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Comprehension Planning for Shared Texts + Independent Read

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汉子表-词汇表-语法等级大纲

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汉子表-词汇表-语法等级大纲

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Phase 3 D2 Small Group Reading + Advanced Grammar (Sept 2025) (3)

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阅读小组教学不同学龄段的专注点

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阅读小组教学不同学龄段的专注点

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Phase 3 D2 Small Group Reading + Advanced Grammar (Sept 2025)

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1. 田字格帮助学生思考和发展汉字书写空间意识

2. 行间处用于学生对自己写作的修改记录，或者与老师一起编辑时所写的正确字词。

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Prepare comments you would make to a friend to summarize this meeting.

Spend 2 minutes to process, integrate, organize and compose what you have heard and learned about today.

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There were several key takeaways from this workshop. First, I have shifted my mindset regarding how a 字词研究 lesson can be conducted:

1. It can be taught in the target language.

2. It can be student-centered. The teacher can use valuable time to support those who need it.

3. It doesn't require extensive preparation for every lesson.

4. It must have a clear focus, such as 识字 or 语法, once the activity is designed.

Moreover, both demo sessions were incredibly useful in clarifying the "what," "why," and "how." They inspired us to improve and reinforced our determination to keep progressing.

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从理论到实践（观课）、以及反思，帮助老师们更全面、深刻地理解早期阶段中文写作学习教学的目标、教学设计与实践。

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从理论到实践（观课）、以及反思，帮助老师们更全面、深刻地理解早期阶段中文写作学习教学的目标、教学设计与实践。

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给我的中文教学一个很大的启发。中文课堂应该是很有趣地在玩中学，而不是急着完成教学目标忽略这重要的一部分。

学到了很多教学点子，想迫不及待地实施在班里面。

对自己的教学得到很好的反馈，也帮助自己反思在接下来的教学中还有哪些是可以改进的。

这种新的教学方式也激励了自己自我提升的意识，比如要如何把字形结构或者偏旁部首深入浅出，让孩子们快速有趣地掌握。

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There's many takeaways from today's BL workshop. I've learnt new strategies and activities that can be immediately implemented in my classroom. Especially teaching writing to my KG2 students, from planning the activity to carrying it out, and reflecting on how it can be further improved and extended for future lessons. Dr Yuri's suggestions on what activities to put in our learning corners are especially useful, as we can encourage children to explore freely and independently. I feel more confident and empowered to teach the bilingual class after today's insightful session. Looking forward to more workshops like these, I enjoyed collaborating with other BL teachers and the Mandarin team.

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I have a better understanding of how to enhance children’s Mandarin engagement through hands-on activities. Eg, I would like to have a word wall in my classroom for a start.

Next step: Small group teaching. Rotation of groups with TAs to enhance their oral skills by incorporating UOI vocabulary words with activities and games.

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此次培训让我更深入地反思我的教学方式，尤其是在课堂组织和如何帮助学生整合所学内容方面。培训中提到的教学工具和评估方式，启发我将更加系统化地规划课堂，帮助学生有条理地掌握学习内容，并通过持续的评估检验他们的进步。这些方法不仅能提升学生的学习效果，也让我能够更好地归档和追踪他们的学习历程。

在接下来的课堂中，我将采用更加结构化的教学方法，确保每一个学生能在认字方面稳步前进，并且通过有效的评估来调整教学策略。这次培训对我的个人成长提供了极大的支持，让我更注重课堂的有序性和学生的学习整合，从而提升整体的教学质量。

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这次的培训为我打开了更宽阔的教学视野，从Dr. Yuri 的示范课和课后分享，以及我们亲自参与的小课堂设计与实践中，我学到了很多第一线的教学技巧。尤其是最后一天的 Assessment as learning, 设计学生看得懂的Rubric, 并教会学生使用，帮助学生了解自己的学习，给了我很大的启发。我决定在之后的教学中，代入更多学到的“字词研究”小活动，运用更多的适合学生理解的评估标准，让学生学会合理地为自己制定学习目标，除了通过课堂活动学习，还能enjoy assessment, 通过assessment 学习。

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关于CLA单元设计及刚开学一个月左右的实验教

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关于CLA单元设计及刚开学一个月左右的实验教学：

1. 什么值得庆祝？

2. 什么仍旧困惑？

3. 我们还需要知道什么？

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SAIS Phase 2 D3 Instructional Practice (Oct 2024)

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SAIS Phase 2 D3 Instructional Practice (Oct 2024) (1)

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SAIS Phase 2 D3 Instructional Practice (Oct 2024) (5)

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I have gained a lot of insights and am inspired by the PD. The demo lesson conducted by Dr Yuri reminded me of a few things: setting up the physical environment to faciliate learning, setting up the routines to prepare for reading and writing, scaffolded instructions, differentiation, deliberate use of language during instructions, etc. What struck me the most is the foundation of the writing lesson lies in the process of writing: planning, drafting, editing, revising and publishing. The structure of the lesson is similar to English writing, with the main difference in the scaffolding. As students are learning chinese as L2, there must be clear goals (with specific vocabulary and language usage) with explicit instruction for students to be successful. The chinese writing lesson should not be as open as the English writing YET because the grasp of vocabulary and language is insufficient to support the same independence. To close the gap, we have to figure out the ZPD of students through data of assessments and anecdotal notes. Then differentiate learning through small group teaching and conferring.

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The section on assessment is also very insightful. The next step for our biliteracy program is to take a step back and review the unit planner by Backward Design: To review essential questions and identify assessment and assessment evidence. How will we know if students have achieved the desired results? What are our expectations of knowledge and skills? How do we ensure we are assessing what we set out in our essential questions? How do we align horizontally and vertically? 1. Mapping out a progression chart (similar to Lucy Calkin's from G1 to G5) may be a good start. 2. Thinking about different types of assessments to evaluate learning for feedback. 3. Thinking about creating authentic assessment where students can show their understanding of learning and apply what they have learnt.

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Dr. Yuri's training sessions helped me better understand how to support young learners by applying the science of reading and writing. It deepened my appreciation for using resources, shared texts, and shared writing to build sentence structure and student confidence. The training emphasized the importance of integrating reading and writing in meaningful, connected ways, and making connections with English literacy learning. Overall, the experience reinforced the importance of carefully scaffolding a literacy-rich environment where students can thrive as Chinese readers and writers.

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I understand that selection of texts is very important. 1. It must be at the students' instructional level. They must understand about 80 percent of the books. 2. If the text is too difficult, teachers can paraphrase the text when reading. We can tell the students that we have rewritten the text. I also like the reading notes that were shared. Thank you.

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从Dr. Yuri 的培训中得到的一些收获：

1. 选择阅读文本的时候，根据学生的词汇量N+1，找到合适的书。

2. 在写作文体上可以更加有创意，海报等。

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这次PD让我对中文阅读教学有了更系统的认识。

1.我学习了从计划到实施的阅读策略，如互动朗读、共享阅读、小组学习等。通过精讲重点词汇、设定清晰目标、根据学生实际水平选择文本，从而提升学生的语言的表达能力。

2.通过Dr.Yuri提供的教学案例，我意识到要有目的的设计好阅读教学，这样既能激发学生兴趣，也能促进他们的语言学习，即便是复杂文本，通过老师的解码，解释较难的词语，学生也能学到相应的知识,让学生自信阅读，同时也对阅读产生兴趣。

这次PD非常有收获。感谢。

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这次PD让我对中文阅读教学有了更系统, 更深的认识。

1.我学习了从计划到实施的阅读策略，如互动朗读、共享阅读、小组学习等。通过精讲重点词汇、设定清晰目标、根据学生实际水平选择文本，从而提升学生的语言的表达能力。

2.通过Dr.Yuri提供的教学案例，我意识到要有目的的设计好阅读教学，这样既能激发学生兴趣，也能促进他们的语言学习，即便是复杂文本，通过老师的解码，解释较难的词语，学生也能学到相应的知识,让学生自信阅读，同时也对阅读产生兴趣。

这次PD非常有收获。感谢。

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1: 让中文老师在和双语班Coplanning 的时候， 对如何更好与双语班的中心思想融合， 特别是针对高年级的课程计划，打开了很多思路。

2: 对Share reading 和 Read a aloud 的活动，有了更清晰的了解。

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从Dr. Yuri的PD中，我学到了如何将UOI的单元内容和中文教学计划有效地结合在一起，从而为学生打下更为坚实的语言基础。与此同时，我也直观的了解到为学生提供与他们生活息息相关的语言应用机会对提升学生的学习兴趣有多么重要。感谢Dr. Yuri的启发！

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这次参加Dr. Yuri的PD，我有很多收获。让我意识到，其实中文课不只是单纯教语言，完全可以和探究单元的内容结合，让学习变得更有意义。未来在备课时，我想多思考怎么把UOI的大概念和探究问题融入到中文课堂里，让学生在真实情境中使用中文，把语言学习和探究学习自然地连在一起。希望能让学生在用中文表达想法的过程中，更加主动投入，也更有成就感。谢谢Dr. Yuri!

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我觉得在Dr. Yuri的PD中，让我更清晰地了解如何将语言学习和IBPYP有效地整合。而不是单纯的为了融合而融合，把中文课变成了的探究单元的“翻译”课。也让我在构思和计划的时候有了新思路，有了更多地思考方向。谢谢。

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The Dr. Yuri PD session deepened my understanding of effective reading instruction, particularly the importance of aligning text complexity with students’ language proficiency and the UOI content. I found the emphasis on shared reading, interactive strategies, and vocabulary-focused teaching especially helpful. The reminder to limit new vocabulary to under ten words per text is practical and supports differentiated instruction. Going forward, I plan to incorporate more “turn and talk” moments and structured group reading into my lessons to build comprehension and engagement.

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通过这次Dr. Yuri的PD，让我对自己的课堂故事讲述与阅读活动展开了反思。通过PD，我了解到应该更充分的尊重原著，不能因为担心学生无法理解原作，只阅读老师改写的简单版，而剥夺了他们学习原作的机会。为了便于学生理解，我太过于习惯改写原文，现在我觉得如果在带领学生阅读过改编过的简单版故事后，再分享原著，带领学生思考对比区别，不但可以帮助他们更深入的学习了解与单元主题相关的知识，还可以帮助学生养成深入阅读，对比思考，主动参与的能力。我在班上尝试了一下，发现小朋友真的很快能够接受老师改编过后的故事，而后有更多的耐心听完原版的故事，还能够积极的分享他们发现的两个版本的异同点。我很激动也很开心，我会继续尝试在班上引导小朋友阅读与单元有关的著名绘本。

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通过参加 Dr. Yuri 的专业发展培训，我对中文阅读教学有了更加系统和深入的认识。我学习了从教学计划到课堂实施的多种有效阅读策略，如互动朗读、共享阅读和小组学习等，理解了如何通过精讲重点词汇、设定清晰目标以及选择适合学生水平的文本，来提升学生的语言表达能力。培训中的教学案例让我深刻体会到，有目的地设计阅读教学不仅能够激发学生的兴趣，还能在教师引导下帮助学生理解复杂文本，增强他们的阅读信心。此次培训也启发我思考如何将中文教学与探究单元有机结合，让学生在真实语境中使用中文，实现语言学习与探究学习的融合，从而提升他们的学习动力和成就感。

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Dr Yuri has introduced effective strategies for interactive read aloud for young children. For a start, I am most keen on trying ‘acting it out’ for non native speakers and ‘stop and jot’ for native speakers.

Furthermore, I would like to try for the children to recognise character formation through Chinese character shape patterns. Overall, this PD had brought a deeper understanding on how I can carry out Mandarin activities meaningfully.

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Dr. Yuri provided another informative and insightful session, introducing a range of effective reading strategies. What stood out to me most was the reminder that non-native speakers may not intuitively understand that one Chinese character corresponds to one sound, often confusing this with blending and phonics in alphabet-based languages. It is important that we make this connection explicit for them during instruction. I also appreciated the emphasis on meaningful repetition and the idea that drawing can be a valuable tool for retelling stories, especially for non-native speakers. Another key takeaway for me was the realization that it’s perfectly okay for children to memorize and repeat, this is a natural and effective way for them to learn. They can draw out vocabulary, and use the pictures in the book to help decode the meaning of unfamiliar words.

I found both the large group and small group reading strategies particularly helpful and plan to implement them in my teaching. In large group settings, I would like to incorporate hand gestures, “stop and draw” moments, and discussions with elbow partners to deepen comprehension. For small group work, I aim to group native speakers together to read developmentally appropriate books and encourage them to retell the story in parts or construct their own story.

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Dr. Yuri’s feedback on our bilingual planner, along with examples of practices and standards from other schools, was especially inspiring. We will continue refining the planner with more focused learning goals.

The session on reading strategies covered interactive read-alouds, small group and independent reading was very helpful for all the teachers and teaching assistances. A key takeaway was the importance of setting clear objectives and to secure the reading time. For small group and independent reading, we learned the importance of providing age-appropriate decodable books and differentiating support based on students' language levels.

We hope to implement these strategies through intentional read-aloud experiences and varied approaches that engage children, with the goal of supporting their interest in reading and contributing to a strong foundation for oracy and literacy.

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1. What's our back story?

2. How will we continue the story?

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阅读小组教学的策略与计划

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阅读小组教学的策略与计划

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Phase 3 D2 Small Group Reading + Advanced Grammar (Sept 2025) (1)

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我觉得培训中分享的阅读计划目的到实施的具体例子对我的备课很有帮助，我们选择文本的难易程度是跟我们的教学目标和目的息息相关，一本较难的文本老师可以通过共同阅读来提高学生眼睛读和朗读技能，迷你课堂着重于学习目标中需要学生知道和理解什么，以及加强阅读技巧，背景知识点的介绍和精选的词汇选择都和教学目标相联系，口语和写作中的t2词汇最多不要超过10 个因为跨文本的词汇文本中会重复出现，另外，太难的文本可以自己改写后读给学生听，不一定是每一页都必须读，迷你课堂之后的独立阅读时间也可以同时做小组的互动朗读提高学生的口语词汇量。

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Phase 3 D3 Mixed Group Learning Design (Oct 2025)