World Cafe: UBC Learn
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Slides for setting the context for a discussion on the question: what does an ideal learning environment look like?
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World Cafe: UBC Teach
This document summarizes a World Cafe discussion about ideal learning environments. The discussion was facilitated by Jan Johnson and Cindy Underhill from UBC's Centre for Teaching, Learning and Technology. Participants shared ideas on sticky notes about their best teaching experiences and necessary ingredients to support great teaching. These ideas were clustered into themes on a paper wall. Observations were then discussed about patterns in the ideas, surprises, missing elements, and how the ideas compared to previous World Cafe discussions. The outcomes would be assembled for UBC-V's Learning Conference on October 28, 2010.
World Cafe: What Is an Ideal Learning Environment?
This document summarizes the proceedings of UBC's World Cafe event discussing ideal learning environments. The event was facilitated by Jan Johnson and Cindy Underhill and involved discussion in groups about positive teaching/learning experiences, necessary ingredients to support learning, and observations about patterns in the ideas generated. Participants wrote their ideas on sticky notes which were grouped according to themes. The outcomes will be assembled on UBC's Wiki page.
Online thinking activities notre dame
This document provides 60+ strategies for engaging students in collaborative and active learning activities. It is organized into sections with headings of "Five", "Twenty", "Ten" etc. representing different types of activities. The strategies range from low to high risk and cost, and are aimed at warm-up, critical thinking, creative thinking, small group work, learner-centered activities and other types of interactions. Many of the strategies can be adapted for online or blended settings. The document provides details on how each strategy can be implemented.
Instructional aids
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Teaching aids
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2D and 3D media in teaching and learning
This document discusses the use of 2D and 3D media in teaching and learning. It defines 2D media as flat materials with length and width, such as printed text, charts, graphs, photos and maps. 3D media are described as having length, width and height, and include models, dioramas and real objects from the natural world. Examples are given of how these materials like textbooks, pictures and realia can help illustrate difficult concepts and bring the outside world into the classroom to improve learning.
Training of trainers
This document provides definitions and guidelines for training of trainers. It defines key terms like facilitation skills, learning styles, and training methods. It discusses the differences between pedagogy (teaching children) and andragogy (teaching adults). Principles of adult learning emphasize real-world problems, application of learning, and respecting learners' experiences. The experiential learning cycle and roles of a trainer are outlined. Facilitation skills like attending, observing, listening and questioning are important. Preparation, setting, engagement and respect are tips for effective training.
Magnetic boards
Magnetic boards are surfaces that allow writing or drawing using magnetic markers or pens. There are two main types - magnetic chalkboards with a ferromagnetic surface and dark coating, and magnetic marker boards with a light colored silk or gloss coating. Both types allow movable displays using magnetic materials and supplementation with writing. Magnetic boards can be used to clearly demonstrate systems. Non-projected pictures are study prints, charts, maps and illustrations not requiring projection. They motivate students, present concepts visually and stimulate thinking. Preparation involves selecting relevant images, ensuring clarity, and meeting student needs.
Recommended
World Cafe: UBC Teach
This document summarizes a World Cafe discussion about ideal learning environments. The discussion was facilitated by Jan Johnson and Cindy Underhill from UBC's Centre for Teaching, Learning and Technology. Participants shared ideas on sticky notes about their best teaching experiences and necessary ingredients to support great teaching. These ideas were clustered into themes on a paper wall. Observations were then discussed about patterns in the ideas, surprises, missing elements, and how the ideas compared to previous World Cafe discussions. The outcomes would be assembled for UBC-V's Learning Conference on October 28, 2010.
World Cafe: What Is an Ideal Learning Environment?
This document summarizes the proceedings of UBC's World Cafe event discussing ideal learning environments. The event was facilitated by Jan Johnson and Cindy Underhill and involved discussion in groups about positive teaching/learning experiences, necessary ingredients to support learning, and observations about patterns in the ideas generated. Participants wrote their ideas on sticky notes which were grouped according to themes. The outcomes will be assembled on UBC's Wiki page.
Online thinking activities notre dame
This document provides 60+ strategies for engaging students in collaborative and active learning activities. It is organized into sections with headings of "Five", "Twenty", "Ten" etc. representing different types of activities. The strategies range from low to high risk and cost, and are aimed at warm-up, critical thinking, creative thinking, small group work, learner-centered activities and other types of interactions. Many of the strategies can be adapted for online or blended settings. The document provides details on how each strategy can be implemented.
Instructional aids
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
Teaching aids
Deals with teaching aids and their types. This has their types based on pedagogy with just types not with full details.
2D and 3D media in teaching and learning
This document discusses the use of 2D and 3D media in teaching and learning. It defines 2D media as flat materials with length and width, such as printed text, charts, graphs, photos and maps. 3D media are described as having length, width and height, and include models, dioramas and real objects from the natural world. Examples are given of how these materials like textbooks, pictures and realia can help illustrate difficult concepts and bring the outside world into the classroom to improve learning.
Training of trainers
This document provides definitions and guidelines for training of trainers. It defines key terms like facilitation skills, learning styles, and training methods. It discusses the differences between pedagogy (teaching children) and andragogy (teaching adults). Principles of adult learning emphasize real-world problems, application of learning, and respecting learners' experiences. The experiential learning cycle and roles of a trainer are outlined. Facilitation skills like attending, observing, listening and questioning are important. Preparation, setting, engagement and respect are tips for effective training.
Magnetic boards
Magnetic boards are surfaces that allow writing or drawing using magnetic markers or pens. There are two main types - magnetic chalkboards with a ferromagnetic surface and dark coating, and magnetic marker boards with a light colored silk or gloss coating. Both types allow movable displays using magnetic materials and supplementation with writing. Magnetic boards can be used to clearly demonstrate systems. Non-projected pictures are study prints, charts, maps and illustrations not requiring projection. They motivate students, present concepts visually and stimulate thinking. Preparation involves selecting relevant images, ensuring clarity, and meeting student needs.
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This document provides an overview of the TGPLAN program, which focuses on having students think globally and problem solve locally through project-based learning experiences. It discusses that TGPLAN stands for "Think Globally, Problem-solve Locally, Act Neighborly" and is a program at the Academy for Global Studies high school. It describes some of the key components of TGPLAN, including international expeditions for students, such as one recently taken to Costa Rica. The document outlines the goals of providing a globally-focused education through interdisciplinary and experiential learning opportunities.
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This document summarizes an agenda for an education course. It includes:
- An introduction welcoming students and providing sign-in instructions.
- An overview of the day's agenda covering introductions, syllabus review, curriculum designs, learning styles, and assigned reading.
- Essential questions for the session related to course expectations, how instruction fits into the program, using learning styles, and integrating curriculum designs.
- Assignments including reading, surveys, lesson planning, and presentations to incorporate varied learning styles and curriculum designs.
Ncab conference 2012
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
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For more information, please contact:
Dr Bonnie Cheuk – Global Capability Lead, Learning Agility & Learning Culture
Credit: Dervin’s Sense-Making Methodology (http://www.sense-making.org)
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This document provides guidance for conducting a classroom debate about evolution and Christianity. It recommends the activity for middle and high school science and Bible classes with less than 20 students from varied backgrounds. The objective is to foster critical thinking, strengthen apologetics skills, and develop research, debate, and group work abilities. Students are randomly assigned to groups and research evidence "for" and "against" evolution from sources like the fossil record. They then participate in a debate to experience the exercise firsthand.
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1) The document aims to stimulate discussion about using technology, particularly 1:1 programs, in international schools.
2) It asks respondents to share teaching tips for teaching Theory of Knowledge (ToK) or other concept-based courses in a 1:1 environment.
3) The discussion covers challenges and strategies for teaching ToK using a 1:1 model, including moving from content-based to concept-based units and incorporating technology into student presentations and discussions.
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The document discusses principles of effective online pedagogy, including interactivity, presence, and engaging students in content. It emphasizes the importance of interaction between students and instructors. Discussions should demonstrate presence, relevance to content, understanding of topics, and building community. Instructors can provide prompts to guide productive discussions and evaluate them using a discussion portfolio approach.
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Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
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1. The document discusses strategies for using science inquiry and journaling to help students negotiate meaning in the classroom, including establishing classroom norms, using templates to track student learning, developing claims and evidence, and having students consult expert sources.
2. It provides examples of classroom activities like building concept maps, asking guiding questions, and sharing claims and evidence to engage students in the negotiation process.
3. Reflection is emphasized as an important part of negotiation, with suggestions for having students reflect on how their thinking has changed throughout the learning process.
Comments from the Edge
The document discusses several scientific concepts that could improve cognitive abilities, including:
1) Cognitive load - the amount of information our consciousness processes at once. Being aware of cognitive load helps manage information flow.
2) Curating - filtering and organizing vast information to aid navigation in today's proliferation of ideas and data.
3) Interbeing - a Buddhist concept that all things interrelate and depend on each other to exist, like clouds and paper. Understanding interdependence could benefit cognition.
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This document summarizes discussions from a World Cafe event about student-centered learning. The event was facilitated by Jan Johnson and Cindy Underhill from UBC's Centre for Teaching, Learning and Technology. Participants discussed what student-centered learning means, how it can be supported, and what it looks like from the perspectives of learners and teachers. Key principles of student-centered learning mentioned include active and experiential learning, shared power between teachers and students, a focus on deep understanding, and students taking responsibility for and constructing their own knowledge. Ideas generated were recorded on sticky notes and grouped by theme.
More Related Content
Similar to World Cafe: UBC Learn
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This document provides an overview of the TGPLAN program, which focuses on having students think globally and problem solve locally through project-based learning experiences. It discusses that TGPLAN stands for "Think Globally, Problem-solve Locally, Act Neighborly" and is a program at the Academy for Global Studies high school. It describes some of the key components of TGPLAN, including international expeditions for students, such as one recently taken to Costa Rica. The document outlines the goals of providing a globally-focused education through interdisciplinary and experiential learning opportunities.
Hinckely EDMA624 2013
This document summarizes an agenda for an education course. It includes:
- An introduction welcoming students and providing sign-in instructions.
- An overview of the day's agenda covering introductions, syllabus review, curriculum designs, learning styles, and assigned reading.
- Essential questions for the session related to course expectations, how instruction fits into the program, using learning styles, and integrating curriculum designs.
- Assignments including reading, surveys, lesson planning, and presentations to incorporate varied learning styles and curriculum designs.
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The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
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This document provides an overview of a workshop on presenting science to peers. It discusses rhetorical situations, sequencing information logically, and using stories and examples from research. It emphasizes skills like guiding the audience and using visual design principles. Specific techniques are exemplified, like Hans Rosling's use of "small multiples" to efficiently convey trends in data. Participants will practice summarizing research, visualizing findings, and telling stories from their own fields. Feedback will be provided on presentation skills.
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This Grade 3 Social Studies lesson plan develops a student's critical thinking skills as they discover similarities and differences between old and modern-day artifacts. The lesson plan includes extension activities and rubrics.
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This document Making Sense of the Complex World together: Workshop Design and Facilitator Guide is created by AstraZeneca team, and informed by Dervin’s Sense-Making Methodology. During COVID-19 crisis period, this internal document is made publicly available. We hope this resource will be useful for other companies and institutions who need to build communication and collaboration capabilities in times of great uncertainty.
For more information, please contact:
Dr Bonnie Cheuk – Global Capability Lead, Learning Agility & Learning Culture
Credit: Dervin’s Sense-Making Methodology (http://www.sense-making.org)
Creation/Evolution Debate Workshop
This document provides guidance for conducting a classroom debate about evolution and Christianity. It recommends the activity for middle and high school science and Bible classes with less than 20 students from varied backgrounds. The objective is to foster critical thinking, strengthen apologetics skills, and develop research, debate, and group work abilities. Students are randomly assigned to groups and research evidence "for" and "against" evolution from sources like the fossil record. They then participate in a debate to experience the exercise firsthand.
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Discussion toolkit
This document provides discussion techniques and activities to facilitate structured talk in the classroom. It discusses the importance of talk in developing understanding and learning. Various types of structured discussion formats are described, including circle time, philosophy for children, rainbow groups, pair talk, listening triads, and envoys. These activities encourage speaking, listening, sharing of ideas, and developing concepts. The document also provides information on stimulating further discussion through techniques like jigsawing, value continuums, hot seating, and freeze frames. The overall summary is that structured discussion activities can help students learn through articulating and exploring ideas together.
Teaching with themes final
1) The document aims to stimulate discussion about using technology, particularly 1:1 programs, in international schools.
2) It asks respondents to share teaching tips for teaching Theory of Knowledge (ToK) or other concept-based courses in a 1:1 environment.
3) The discussion covers challenges and strategies for teaching ToK using a 1:1 model, including moving from content-based to concept-based units and incorporating technology into student presentations and discussions.
Participatory Design & Learning Space Evaluation
Join in for this opportunity to discuss and share ideas on a diverse toolkit for designing and investigating the success of learning spaces, including participatory design, campus partnerships, and space evaluation toolkits. Resources/links from the presentation: http://zotero.org/groups/498715
Online Instruction - Cheat Sheet
The document discusses principles of effective online pedagogy, including interactivity, presence, and engaging students in content. It emphasizes the importance of interaction between students and instructors. Discussions should demonstrate presence, relevance to content, understanding of topics, and building community. Instructors can provide prompts to guide productive discussions and evaluate them using a discussion portfolio approach.
Large group teaching pgcap
This document provides guidance on teaching large groups effectively. It discusses establishing rapport with students, grabbing their attention at the start, announcing learning objectives, varying tone and using examples. The document also recommends breaking lectures into sections, providing opportunities for interaction, and concluding forcefully. It notes that students find lectures boring half the time and provides tips from students on what makes a good lecturer, such as enthusiasm and being approachable. Overall, the document emphasizes that teaching large groups is not just lecturing, but engaging students through delivery methods, resources, and integrated activities.
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Inquiry Circles
The document discusses the benefits of using literature and inquiry circles in the classroom. It outlines several reasons for using this approach, including engaging students, fostering collaboration and comprehension, and allowing for differentiated instruction. It then describes the inquiry process, which involves immersing students in topics, investigating questions, discussing ideas in small groups, intensifying research, and publicly sharing learning. Sample activities, roles, and a meeting calendar are provided to illustrate what inquiry circles may look like in practice.
Linking literacy with science inquiry
1. The document discusses strategies for using science inquiry and journaling to help students negotiate meaning in the classroom, including establishing classroom norms, using templates to track student learning, developing claims and evidence, and having students consult expert sources.
2. It provides examples of classroom activities like building concept maps, asking guiding questions, and sharing claims and evidence to engage students in the negotiation process.
3. Reflection is emphasized as an important part of negotiation, with suggestions for having students reflect on how their thinking has changed throughout the learning process.
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More from cindy underhill
Comments from the Edge
The document discusses several scientific concepts that could improve cognitive abilities, including:
1) Cognitive load - the amount of information our consciousness processes at once. Being aware of cognitive load helps manage information flow.
2) Curating - filtering and organizing vast information to aid navigation in today's proliferation of ideas and data.
3) Interbeing - a Buddhist concept that all things interrelate and depend on each other to exist, like clouds and paper. Understanding interdependence could benefit cognition.
World Cafe: What is Student-Centered Learning, Really?
This document summarizes discussions from a World Cafe event about student-centered learning. The event was facilitated by Jan Johnson and Cindy Underhill from UBC's Centre for Teaching, Learning and Technology. Participants discussed what student-centered learning means, how it can be supported, and what it looks like from the perspectives of learners and teachers. Key principles of student-centered learning mentioned include active and experiential learning, shared power between teachers and students, a focus on deep understanding, and students taking responsibility for and constructing their own knowledge. Ideas generated were recorded on sticky notes and grouped by theme.
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This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
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disease or abnormal condition
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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www.StokeNewingtonHistory.com
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- 1. UBC’s World Cafe What is an ideal learning environment?
- 2. facilitators Jan Johnson: Manager, Facilitation and Process Design Cindy Underhill: Learning Resource Design Strategist Centre for Teaching, Learning and Technology (CTLT)
- 3. what we’re aiming for... A documented collection of your ideas about the ideal learning environment: What is it? What do we need in order to support it?
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- 7. start where you are... as a learner
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- 9. discussion Discuss (Second Group): What are the necessary ingredients to support great learning experiences? Note: Responses on stickies (one idea per) and add to wall.
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