A Concept Map for Differentiating Instruction



A Concept Map for Responsive Teaching* for 21st Century Learning

(adapted from Leadership for Differentiating Schools and Classrooms, Tomlinson, 2000)

New Canaan Public Schools 2010

Quality “21st Century” Concept-based Curriculum

(Respect, Rigor, Relationships, Relevance)

Coherence , Consistency, Alignment

|Responsive Teaching in the |

|Differentiated Classroom |

A way of thinking about teaching and learning

A teacher’s intentional response to learners’ academic and SAPL** needs

Planning, guided by evidence based knowledge of learning and development research and general principles of differentiated and responsive instruction

Ongoing assessment Respectful tasks Purposeful, varied, tiered instructional arrangements

and research based strategies*

[pic]

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Through the range of structured management arrangements (Fisher and Frey, 2008)

Teacher

Focused Instruction .

Guided Instruction .

Collaborative Instruction .

Independent Instruction .

Student

And using varied, purposefully applied research based instructional strategies such as

|The Marzano Essential 9 |Other examples |… |

|Identifying Similarities and Differences |Tiered lessons |MI / Tic Tac Toe choices |

|Summarizing and notetaking |Tiered centers |Varied scaffolding questioning strategies |

|Reinforcing effort and providing |Tiered products |Interest centers |

|recognition | | |

|Varied homework and practice (ungraded) |Learning contracts |Varied groupings (see “clock” strategy) |

|Nonlinguistic representation |Flexible small group instruction |MI / Tic Tac Toe choices |

|Cooperative Learning (by design) |Anchor activities |Varied scaffolding questioning strategies |

|Setting objectives and providing feedback |Jigsaw |Interest centers |

|(student self management/assessment) | | |

|Generating and testing hypotheses |Tiered lessons | |

|Cues, questions and advanced organizers |Tiered centers | |

* Responsive Teaching for 21st Century Learning through

Responsive Teaching in the Differentiated Classroom 

New Canaan Public Schools 2009

In order that each student be provided with instruction that is engaging, personally challenging and affirming and which leads to continuous growth toward district standards and performance expectations, the administration and staff are committed to professional practice that is consistent with the following definition of responsive teaching:

Defining Responsive Teaching in the Differentiated Classroom *

Responsive teaching is a way of thinking about teaching and learning.  

Responsive teaching in the differentiated classroom connects the learner and the content in meaningful, respectful and effective ways. It is grounded in the teacher’s understanding of and connection with each student. 

 

A cycle of on-going assessment, intentional planning, strategic implementation, and evidence-based reflection drives purposeful instruction which leads to maximum individual growth toward high-level learning goals.  

 

The responsive teacher designs and manages a learning environment that encourages positive relationships and collaboration, fosters risk taking and independence, builds shared responsibility for learning, and celebrates successes. 

The Four Components of Responsive Teaching Framework

Each component will be operationalized with specifics as to what each looks like in practice. These documents are in early development and models and drafts are included as appendices.

❖ Professional Knowledge and Principles

❖ Connecting with the Learner

❖ Learning Environment

❖ Cycle of Instruction

___________________________________________________________________

The district is grateful to the following professionals for their contribution to our thinking and this work through professional writing and consultation work: Carol Ann Tomlinson, Jay McTighe, Grant Wiggins, Jim and Lisa Morgan, Richard Miller. An annotated version of this statement is available as appendix; it provides a deeper explanation for word choice. Also please refer to the district professional texts for the 2008-10 which include:

Fulfilling the Promise of the Differentiated Classroom, 2003, Carol Ann Tomlinson

Integrating Differentiated Instruction and Understanding by Design: Connecting Curriculum and Kids, 2006, Tomlinson and McTighe

Suggested additional reading:

Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2008, Douglas Fisher and Nancy Frey

Productive Group Work, 2009, Douglas Fisher, Nancy Frey and Sandi Everlove

Connecticut's Framework for RTI - Using Scientific Research-Based Interventions (SRBI): Improving Education for All Students (Executive Summary) sde.

January 2009 rev.

Feb/ 2010 rev.

**SAPEL Social, Academic, Personal and Emotional Learning- this represents and expanded understanding of social emotional learning in the context of school readiness and success. See district draft framework.

Responsive Teaching in the Differentiated Classroom 

New Canaan Public Schools 2008-09

In order that each student be provided with instruction that is engaging, personally challenging and affirming and which leads to continuous growth toward district standards and performance expectations, the administration and staff are committed to professional practice that is consistent with the following definition of responsive teaching:

Defining Responsive Teaching in the Differentiated Classroom *

Responsive teaching is a way of thinking about teaching and learning.  

 

Responsive teaching in the differentiated classroom connects the learner and the content in meaningful, respectful and effective ways. It is grounded in the teacher’s understanding of and connection with each student. 

 

A cycle of on-going assessment, intentional planning, strategic implementation, and evidence-based reflection drives purposeful instruction which leads to maximum individual growth toward high-level learning goals.  

 

The responsive teacher designs and manages a learning environment that encourages positive relationships and collaboration, fosters risk taking and independence, builds shared responsibility for learning, and celebrates successes. 

The Four Components of Responsive Teaching Framework

Each component will be operationalized with specifics as to what each looks like in practice. These documents are in early development and models and drafts are included as appendices.

❖ Professional Knowledge and Principles

❖ Connecting with the Learner

❖ Learning Environment

❖ Cycle of Instruction

___________________________________________________________________

*The district is grateful to the following professionals for their contribution to our thinking and this work through professional writing and consultation work: Carol Ann Tomlinson, Jay McTighe, Grant Wiggins, Jim and Lisa Morgan, Richard Miller. An annotated version of this statement is available as appendix; it provides a deeper explanation for word choice. Also please refer to the district professional texts for the 2008-10 which include:

Fulfilling the Promise of the Differentiated Classroom, 2003, Carol Ann Tomlinson

Integrating Differentiated Instruction and Understanding by Design: Connecting Curriculum and Kids, 2006, Tomlinson and McTighe

Suggested additional reading:

Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2008, Douglas Fisher and Nancy Frey

Connecticut's Framework for RTI - Using Scientific Research-Based Interventions (SRBI): Improving Education for All Students (Executive Summary) sde.

| |

|The following are core behaviors to listen and look for as we conduct shared observations/ learning walks. The selection of one or |

|two indicators as observation focal points is recommended. The purpose of our current work is not to evaluate teachers but to |

|gather evidence of overall practice across classrooms to inform our professional knowledge and to increase our shared understanding|

|of best practice based on our district definition of Responsive Teaching. |

| |

|Four Domains of the Cycle of Instruction Dec. 11, 2008 |

| |

|A .On-going assessment  |

|Assessment is responsive to the learner. It is ongoing along the diagnostic continuum, from feedback to goal-setting; it includes |

|pre-assessment, formative assessment, summative assessment and teaches students to self assess and adjust. Assessments are |

|multi-dimensional and of high quality. |

|  |

|There is evidence that the teacher: |

|Utilizes current student and class performance data to plan and implement differentiated instruction. |

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|Uses multiple forms of assessment to determine a student ‘s learning profile and the extent and depth of student understanding and |

|growth. |

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|Explicitly employs clear performance standards to guide instruction and focus feedback (task lists, rubrics, exemplars) |

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|Systematically records and analyzes student performance data that results from ongoing instruction (progress monitoring, formative |

|assessment data collection.) |

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|Explicitly models metacognition and instructs students on self assessment techniques, including how to set and adjust personal |

|learning goals and approaches |

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|Notes: |

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|B. Intentional Planning for Instruction  |

|Planning is anchored to the district curriculum and incorporates best practice.  By design it connects the learner and the content |

|in meaningful and responsive ways and results in ongoing learning for all students. . |

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| There is evidence that planning is: |

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|Intentional and connects essential learning goals to student needs based on data. |

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|Designed to teach to high standards and is appropriately scaffolded for all students. (Plan up, teach up, work up.) |

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|Developmentally appropriate, responsive to students' learning profiles (ex. readiness, interest, gender, culture and language.)   |

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|Appropriate in its selection and design of materials, instructional strategies, flexible groupings and protocols (scientifically |

|research based.) |

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|The result of professional collaboration and includes input of other teachers and specialists. |

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|Notes: |

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|4. Cycle of Instruction (cont.) |

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|C. Implementation of Planned Instruction  |

|Instruction is purposeful and maximizes student learning and growth towards high-level goals. It is responsive to the affective and|

|cognitive needs of the learners and the class.  |

|  |

|There is evidence that: |

|Students are aware of the goals and purpose of the lesson (enduring understandings, learning principles and essential questions are|

|explicit.) |

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|Tasks are respectful of all learners. |

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|The criteria for success is clear and appropriate |

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|Students are actively engaged (cognitively) in the learning process. |

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|Tasks are authentic, compelling and developmentally appropriate |

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|The sequence and organization of lesson elements lead students to learn. |

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|Routines and expectations that develop independent and responsible learners are explicitly taught and are evident in students’ |

|behavior (gradual release of responsibility.) |

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|Questioning deepens student understanding; all students are engaged in critical and creative thinking as part of the lesson. |

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|Metacognition is modeled by the teacher and is evident in student discourse. |

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|A record-keeping system is used to monitor student progress through anecdotal notes and data. |

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|The teacher evaluates the effectiveness of instruction and adjusts appropriately. |

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|Notes: |

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|D. Reflection based on results of instruction |

|Teachers continuously reflect on the impact of instruction with respect to student learning. |

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|There is evidence that the teacher: |

|Consistently engages in reflection about practice- both individually and in professional groups – and that reflection is used to |

|inform "next steps" of instruction. |

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|Engages all students in reflecting on their progress and provides opportunities for setting personal learning goals. |

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|Notes: |

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*Much of this observation framework is adapted from works by Carol Ann Tomlinson. See citations above.

| END of 2008-9 Design Team Work |

|Next set of documents working copies of full cycle |

Beginning of Reference document from fall 2008 all four domains in draft

Model 1: The 4 Components of Responsive Teaching for the Differentiated Classroom Operationalized (adapted from C. Tomlinson) An example of what operationalized domains would look like.

|1. Professional Knowledge and Principles |2. Connecting with the Learner: |

|The teacher is clear about what is essential in the subject |The teacher responds to the student’s needs for affirmation, |

|matter; decision-making for students with respect to content is |contribution, power, purpose and challenge. They are at the core |

|grounded in a deep understanding of the discipline.   |of teaching. Classrooms are places designed to forge democracy, |

|Curriculum is Curriculum is focused on high- |dignity and diversity.   |

|level understandings and high expectations for |The teacher understands each student's  interests, culture, |

|all students. |readiness levels, and learning profile and uses this |

|Teaching up . . . the teacher plans for the most capable students|understanding in planning learning experiences for the class and |

|and then scaffolds to allow all to reach these standards. |the student. The teacher knows the student as a human being and |

|Tasks are respectful for all students. |learner. |

|There is a balance of class needs and individual student needs. |Ongoing observations of every student  (social, emotional, and |

|Assessment and instruction are inseparable. |cognitive observations) are recorded as quantitative and |

|The teacher adjusts content, process, and product in response to |qualitative student data - academic data, curriculum folders, |

|students’ readiness, interest, and learning profile. |interest surveys, etc. are maintained |

|Goals of the differentiated classroom lead to maximum individual | |

|growth and success. |Curriculum and instruction are the vehicles for responding to |

|The classroom environment is a catalyst for learning; the |student needs, interests, and learning profile. |

|classroom community, climate, and culture are purposefully |Curriculum is clear about the essential understandings, concepts |

|crafted and marked by structures and routines that support |and skills of the discipline and expectations of students. |

|flexibility. |Curriculum is engaging and allows students to find meaning and |

|  |application in their work.  It focuses on products that matter to|

| |students and seems real.  |

| |Curriculum allows multiple points of entry for student depending |

| |on readiness levels. |

| |Instruction recognizes diversity in learning profiles and allows |

| |students to access curriculum through a variety of modes (visual,|

| |auditory, etc.) and in a variety of social groupings (pairs, |

| |small groups, peer-assisted, cooperative groups, etc.) |

| |Instruction invites collaboration with the teacher and fellow |

| |learners. |

| |Teacher welcomes student/family contributions as curriculum and |

| |instruction unfolds, with a clear link to essential learning. |

| |Students are involved in setting their own learning goals and |

| |reflecting on their progress toward those goals. |

| | |

| |Connections between teacher and student foster student |

| |willingness to take risks in the learning process (teacher agrees|

| |to form bond with student). |

| |Teacher makes a commitment to believe in and support the student,|

| |recognizing that learning is a life long endeavor with multiple |

| |pathways to success. |

| |Teacher demonstrates a growth mindset towards the learner. |

| |Teacher and student share responsibility for learning. |

| |Teacher praise and feedback to the student (comments on |

| |assignments, oral feedback/praise in the classroom, etc.) is |

| |specific, genuine, and growth-oriented. |

| |Teacher reflects on their practice in order to maximize success |

| |for each student |

|3. Learning Environment: The classroom environment includes both |Learning Environment continued |

|physical and affective attributes that individually and | |

|cumulatively establish the tone or atmosphere in which teaching | |

|and learning will take place. | |

|  _____________________________________________ | |

|Communication: The environment explicitly supports respectful |_______________________________________ |

|communication from teacher to student, student to student, and |Support Systems: Teachers ensure that work undertaken by students|

|student to teacher. |is a bit beyond their reach and ensure the presence of support |

|The teacher works with students to build a sense of community and|systems in the classroom that guide the student to success. There|

|a group identity |are an infinite number of supports that teachers use to bridge |

|The teacher uses a variety of ways to get to know students |the gap between the learner and the unfamiliar. |

|better.  The teacher connects with students on a personal level |Support systems can be teacher or peer. |

|so that students will be invested in the classroom.  |The teacher provides multimedia and |

|The teacher shares his/her thinking about teaching, modeling |manipulatives in the classroom (i.e. checklists, |

|metacognition and communicating and ethic of care about |rubrics, graphic organizers, word walls, models, |

|individuals. |representations, etc.). |

|The teacher uses shorthand for quick communication among members |The teacher uses multiple instructional strategies to |

|of the class. This is not only efficient, but also builds the |support students as they grapple with complex |

|unique character of a class.  |problems, ideas and skills. |

|The teacher uses multiple instructional routines and strategies |  |

|that foster classroom discourse about learning (think-pair-share,|Shared Responsibility: There is a sense of shared ownership in |

|designated discussion groups, etc.) and reaches a variety of |the classroom, a sense that the classroom belongs to "us" |

|learners so all feel included. |collectively rather than "me" individually.  (The teacher who |

|  |focuses on community-building understands that teams don't just |

| Guidelines for Classroom Operation: Ground rules and norms are |happen, they are built.) |

|developed and agreed upon to ensure a classroom that supports |Varied Materials are accessible to all. |

|maximum success for each of its learners. |Students take responsibility for setting goals and |

|Routines that foster independence and which support flexible |assessing progress. |

|learning arrangements are explicitly taught and practiced. |Conflict or issues in the classroom are discussed as a |

|The teacher establishes clear guidelines on how the classroom |group and a problem-solving model is used to process and resolve|

|will operate. Students understand that fairness does not mean |conflict. |

|that everyone gets the same, but that everyone gets what they | |

|need. Ground rules / classroom norms require student input and | |

|are anchored in respect, hard work, persistence and | |

|responsibility | |

|Activities, discussions and products call on students to think at| |

|high levels. | |

|Students clearly understand criteria for high-quality work.  | |

|  | |

|Classroom Routines: Clear routines facilitate learning for a | |

|variety of learners with clear and predictable structures. | |

|Routines are designed to increase student autonomy  and success | |

|Students benefit from classrooms that are both flexible and have | |

|clear, established routines. | |

|Teachers model routines explicitly for students. | |

| | |

|Space, Time, and Materials: The classroom allows for the flexible| |

|use of space, time, and materials. | |

|A variety of learning spaces is available for students to use in | |

|a range of groupings (desks/tables, rug/floor space, quiet spaces| |

|for independent work, large group work areas, small group spaces,| |

|etc.) | |

|4. Cycle of Instruction |

|  |

|A .On-going assessment  |

|Assessment is responsive to the learner. It is ongoing along the diagnostic continuum, from feedback to goal-setting; it includes |

|pre-assessment, formative assessment, summative assessment and teaches students to self assess and adjust.  |

|  |

|Teacher utilizes previous/ current diagnostic assessments to help identify student readiness. |

|Past year data and curriculum folders are examined to provide insights into student readiness, strengths, and areas in need of |

|support. |

|Baseline surveys, KWL charts, and curriculum-based pre-assessments are used to understand student strengths and needs. |

|District benchmark assessment data are examined regularly to determine "next steps" for student. |

|  |

|Teacher uses multiple forms of formative and summative assessment to determine depth of student understanding and growth. These |

|assessments provide a variety of ways for students to demonstrate their learning.  |

|Use of range of performance tasks, constructed-response items, and traditional testing formats |

|Use of interviews / conferences with students to gather assessment data |

|Use of portfolios of authentic work products |

|Teacher explicitly instructs students on self assessment techniques including how to adjust learning goals and approaches based on|

|evidence of progress. |

|Students learn to use metacognition to guide learning and monitor effectiveness of strategies. |

|Students learn to ask for, give, accept and use effective feedback. |

| _______________________________________________________________________________________________ |

|  |

|B. Planning   |

|Planning is systematic, cohesive, coherent, consistent, and changing in order to be responsive to student needs.  |

|  |

|Planning is intentional and connects essential learning goals to learner needs based on data. |

|Student data is examined and used to inform planning proactively. |

|Learning experiences are developed in the context of the larger instructional unit and essential learning in the discipline is |

|defined for the lesson. |

|Learning goals and performance expectations / criteria for success are clearly articulated. |

|Planning is undertaken collaboratively with special education staff to consider IEP/504 plans of students when relevant. |

|  |

|Plan for the “experts” and scaffold up for others. (Plan up, teach up, work up.) |

|Adjust content, process, and product in response to student readiness, interest, and learning profile, while maintaining |

|expectations of high-levels of learning for all |

|Purposeful selection and use of focus lesson, guided instruction, collaborative learning, and independent learning to support |

|gradual release of responsibility in the classroom. |

|Consider materials of varied readability/interest |

|Consider multiple ways to access, evaluate, synthesize and communicate ideas/information |

|Consider multiple modes of demonstrating learning  |

|  |

|The teacher is knowledgeable about the characteristics of the age group, students' varied approaches to learning, and students' |

|interests and cultural heritage.  |

|  |

|Planning includes strategic selection of instructional strategies to most effectively target learning goals |

|Consider purpose of strategy in connection with learning goal (ie. modeling, demonstrating) |

|Guided groups are flexible, used on a regular basis, and target specific student learning needs |

|Small groups or partners are purposely selected based on learning needs or student data. |

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|4. Cycle of Instruction (continued) |

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|C. Implementation   |

|Implementation is strategic in order to maximize student time and growth towards high-level goals; it is flexible and connects to |

|the affective and cognitive needs of learners and the class.  |

|  |

|Instruction is focused and aligned fully with articulated learning goals. |

|Teacher selects learning experiences based on links to learning goals; there is clarity in the design and purpose of learning |

|experiences. |

|Teacher makes students aware of learning goals and purpose of experiences. |

|Criteria for success are clearly articulated within the instructional experience (rubric of quality work, etc.) |

|  |

|Work should be authentic, engaging, and meaningful to students. |

|Based on data related to student readiness, interest, and learning profile |

|  |

|Instruction is scaffolded to allow all students to meet high levels of understanding and high expectations with regard to |

|curriculum. |

|Use of questioning facilitates high-level thinking for all students |

|Use of varied materials |

|Use of varied modes of teaching (active learning, use of representations and models, direct instruction, peer-assisted learning, |

|etc.) |

|Use of varied and flexible groupings of students selected purposefully (whole group, guided small groups, pairs, cooperative |

|groups, etc.) |

|  |

|A record-keeping system is used consistently to monitor student progress through anecdotal notes and data. |

|Ongoing, active observation / conferencing with students during classroom experiences |

|Index cards, clipboard log sheet, Post-It pages in binder, etc. |

|  |

|    ___________________________________________________________________________________ |

|D. Reflection  |

|Teachers and students continuously reflect on the impact and results of instruction, both individually and in learning communities.|

|  |

|Evidence-based  reflection is used to adjust planning and inform practice. |

|Student work and observational/anecdotal notes are lesson artifacts that teachers use for individual reflection. |

|Teachers reflect on student learning / progress with colleagues informally and in structured settings (team meetings, LASW |

|settings, etc.) |

|Teacher reflection - both individually and in professional groups - is used actively to inform "next steps" of instruction for |

|students. |

|  |

|Teacher involves students in reflecting on the learning process and provides opportunities for students to self-assess and reflect |

|on their own learning. |

|Use of reflection journals, exit cards, etc. |

|Lesson debriefing / discussion segments that allow students to reflect on and articulate learning and consider next steps. |

|  |

|Long-term reflection informs teacher professional goals and revisions to curriculum. |

|PEGS goals |

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4/25/2010 2:18:24 PM

U drive: 0708 PD retreat A Concept Map for Differentiating Instruction

Desktop: Differentiation, concept map

-----------------------

RTI framework and principles are foundational

Data teams

UST, SST and PPT

Teachers differentiate through tiers (RTI) and across

Content

Process

Product

According to a student’s

Readiness

Interests

Learning Profile

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