 I'm Grady Edwards with Beau Gorszewski. Welcome to DISCAST, a podcast from the Ori County School's digital integration team. We believe that educational technology can be used to transform teaching and learning in the classroom. We strive to spotlight the good work our teachers are doing across our county and hope our discussions will inspire possibilities for your classroom. Your journey into the world of edtech starts right now. A very happy Monday to all our listeners. We've got a fantastic episode for you today, but before we get to that, we at the DISCAST would like to thank everyone for subscribing to our podcast and YouTube channel. Please continue to spread the word. Just a reminder, we can be found wherever you get your podcast and you can watch our podcast via our YouTube channel. See the links in the description for more details. Thanks, Beau. In today's episode, we'd like to highlight and shout out all of our schools for the work they have done this year in regards to computational thinking and coding. For many, coding can be very intimidating and somewhat scary for teachers in regards to course implementation. But our HCS teachers have dived in headfirst and really done some incredible things. You can go to any number of our schools and see teachers implementing computational thinking into their lessons. Also, many of our teachers have checked out or even purchased codable robots. Beau, you've done a lot of work with these codable robots. Tell us a little bit more about them. Well, just a reminder, the digital integration specialist team has a number of codable robots and tools for you to check out if you're interested. We are also in the process of creating several YouTube tutorials on information and implementation strategies for these tools. In fact, I mentioned the Q-Robot in our third discast episode. You'll find an entire playlist with videos like this called Getting to Know on our Deirdis YouTube channel. Excellent. And speaking of coding and computational thinking, we have two very special guests who have done an incredible job of making code a norm in their school. Our very own Megan Cox was able to sit down with Bianca Basher and Samantha Coy of Burgess Elementary to discuss how they have implemented code into their classroom. Let's listen in. Hi, everyone. Megan Cox here at Burgess Elementary today. And I am here with my friend Bianca Basher, a first grade teacher and Samantha Coy, the principal. And we are here to talk about some coding and computational thinking happening in their building. So welcome, guys. Thank you. Thank you. Glad to be here. Yes, we are so glad to have you. Bianca, I would love just to start with you and just to kind of hear about how you really got started with coding in your classroom. I know that you have done amazing things, especially with first graders and I've seen it in action. So I would love to hear just, you know, how you really got interested, how you got started with this. I have really enjoyed teaching my students about coding and computational thinking this year. I started out by going to a summer district training. And that was very informative. And I was able to bring a lot of that back to my school and in PLCs. I introduced all of those apps and robots and all of that training that I received in the summer district training with the other teachers in my school. So I shared with kindergarten first and second grade teachers. I also started out in my classroom by teaching them about Cubeto. It's a really awesome robot and it's so fun. I just showed them just the simple blocks and how each color makes the robot do an action that you want it to do. We, I gave it to them and said, here you go. And they went at it and it was wonderful and so exciting and they enjoyed it. And the one of the first ways that we started out is I had them just roll a dice on the mat and they had to code Cubeto to get from the position that he was in to where the dice was on the mat. It was really a lot of fun and we actually started off doing it during our math game day time because sometimes our math time, we spend so much time during the week playing all the everyday math games. By the end of the week, when we have that math game day, you know, what else is there to do? We want to do something new, but something challenging and fun and exciting for them. And so they really enjoyed it a whole lot. That's great. I can definitely hear the passion in your voice. I know that during that summer training, it just like ignited something in you. You were so excited. You couldn't wait to take it back. So it's great to hear that like just a little spark of learning something new, you just dug so deep that you were willing to teach others. So I know you mentioned Cubeto. That's definitely a favorite. I've seen him in action in your classroom. Tell me about how you're using Cubeto now since you've been using them for about a year now and any other tools or coding software programs that you've been introduced to your students? Well, Cubeto has definitely been a favorite for all of my students and myself. I like how there's not really a screen involved, but the board where they have to actually put in the coding blocks. I think it's very primary friendly. That's what's so great about it. One thing that we've recently done is in math in Unit 8, we've been doing shapes. And so we actually last week taped markers to Cubeto and the students coded him to draw shapes. Oh, that's amazing. And I told them that this is me thinking as an adult. I said, I don't think we can draw a circle with Cubeto. And they drew a circle. They figured out that four rights or four lefts will draw a circle on Cubeto. And I was so amazed. And they drew rectangles and squares and all different kinds of shapes with him, and it was so fun. That's amazing. For those of you listening that haven't seen Cubeto, first of all, look them up. We'll link some resources to them. But Cubeto makes 90 degree turns. So yeah, my instinct would have been like, no, he'd make squares or rectangles, but that's amazing to hear how they figured it out and how they've used him. And I know you've used him in several subjects. He's been using math and ELA. I know you've done work with writing. Students have wrote stories, and we have designed our own Cubeto math and have written code to code Cubeto through their story that they've created. It's been a lot of fun. Awesome. Well, you've kind of already led into my next question a little bit, but I would just love to hear about some of the impact on learning that you have seen from doing this in your classroom. Coding is still very new to some teachers, and sometimes they're a little bit unsure of how it's going to impact their students instructionally. And I know you've done a great job with tying it to standards. So what kind of changes and impacts have you seen? When I first started, I was really worried about them not wanting to share because I was having to put several kids with one Cubeto set. But they really have truly learned to collaborate and share the materials with each other. Seeing them solve the problems with coding when the robot turns left instead of right, they really listen to each other's ideas of how to solve that problem and fix it, which is really nice to see them truly listening to each other and listening to their ideas. I think that's amazing, too, because one thing that I don't know that we spend enough time as teachers just spending an instructional time devoting it to, how do we collaborate? How do we work together? So not only are they problem solving, but just those soft skills of, how am I a good partner? How do I listen? How do I take turns? And that's big for first graders, so that's amazing. Another thing that I've noticed is they have realized that there's several different ways to solve him to move to one position. So they can take him in different directions, and so then they have to work together as a team to figure out in which direction they want to go. Yeah, that's amazing, and I think what's really good about what I've seen in your classroom is really depending on the level of the student, level of the learner, you can easily take Cubeto and kind of adapt the activity to change the rigor of the lesson. Is it a student who needs a simple two or three step sequence, or is it someone who can solve a challenge? Like, how do I make something that makes right turns and right angles make a circle? So that's great. One other thing I'd love to hear a little bit more about is how you have collaborated with the other teachers in your building to help them incorporate coding. So I know when you came to our summer training that was a challenge we gave you guys, but I know personally you've kind of went above and beyond and you've made it something that you've done throughout the year. So share with us about how you've continued to keep up that collaboration within your building. I've really enjoyed sharing these tools with other teachers because seeing the excitement with my kids has made me want the other teachers' children to experience the same excitement and learning that my kids are. And so one way that I've done that is I have shared with my team ideas in our team meet, our weekly team meetings so that they get ideas on how they can code him. I've went into other teachers' classrooms, I've been lucky enough to have an intern and so I've been able to go into other teachers' classrooms and help them or teach a small group of students on how to use different tools, not just Cubetto but many other coding robots. Some of my kids in my class have been student leaders and have been able to go to other teachers' classrooms as well and help out when I'm not able to. And so it's been really enjoyable helping other people and what's been great about it is now the teachers are coming up with new ideas that I would have never thought about before of how they can use him in stations or during math game day that I would have never thought about. Yeah, the power of collaboration, that's amazing. I love how you mentioned that you've spent time going into other teachers' classrooms as a support because I know coding is scary for a lot of people. And as teachers, we like to do things we know and we're comfortable with and so I think that's really made an impact at your school, other teachers don't have to feel afraid that they might not know everything about the robot. So that's amazing that you have been able to do that this year. It's been a lot of fun. All right, so one other thing I would like to kind of talk to you about is recommendations for teachers that are new to coding or just getting started because you have dug in, you found a lot of resources and like I said, you've helped so many other people. So where would you recommend that maybe a new teacher or a teacher new to coding begins? I think that you just need to really start very, very simple. And one thing that I've learned this year is that my kids can do it. They teach me how to do it. I just handed them the Cubeto, I showed them the blocks and they did it. They taught themselves, they learned how to do it. I just only gave them the tools. So I think that as teachers, we need to not be worried about us knowing how to do it, but knowing that our kids can figure it out because that's the kind of thinkers that they are now. Yes, absolutely, I love that. And I think I've seen you do that in your classroom where it's okay to let kids say the wrong answer out loud and test the wrong answer. Tell me about the power with coding and sometimes having the wrong answer the first time. I think that whenever they do get the wrong answer the first time or the second time or even the third time, they're like, oh, we gotta fix it, we gotta change it. And then when they do get it right, that excitement and the power of it and they have their hands in their air and they're screaming and they're just so excited that they finally solved the code or they got it correct. It just, it makes them so excited. And then it also teaches them it is okay to be wrong. It is okay to make mistakes. Absolutely, I think that's a lesson we all need to learn. And I've seen you in your classroom model that and sometimes test the wrong code or let the robot go the wrong way. Whether that was on purpose or not, I don't know, but it was a beautiful learning moment because when kids see the teacher doing that, then they know, it's okay if I do it too. It's a safe space and that's really where they learn those great problem-solving skills. So thank you so much. So Samantha Coy, you are the principal at Burgess and I know that you have had a huge part in helping your teachers really take off with coding this year. And so I would love to hear some from you as well. How did you support teachers into beginning to incorporate so much coding in their classrooms? I attended the half day session that Bianca shared early in the year that was part of our beginning of the year PLC work and immediately when you, and I did not have much knowledge or experience with coding or what resources were available. So just, initially it's the wow factor of this robot and that you're coding it. And immediately, if you think about learning and you think about real-world skills and work skills and the profile of South Carolina graduate, teamwork stands out, critical thinking stands out, problem-solving, all of those pieces that were on there were very apparent and so immediately we saw value and the district was great in having resources that we could check out but we really had conversations that if we wanted to, if we really wanted this to stick and we really wanted teachers to run with it that they needed the tools. So we found ways to get resources through different funding and teachers did donors choose grants and we were able to buy some with the school and we let people run with it for the first few months. We just put it out there, we let everybody know what resources we had purchased, we watched what was being used and we purchased more of what we thought we needed. And as teachers ran with coding in their classrooms in different ways, initially it was just the coding but then we started to ask questions about how can we use the coding experiences and embed them in what we're trying to do with our standards and in curriculum. And so teachers like Bianca ran with that. She did a collaborative piece where groups wrote in writing stories, fantasy stories and then had coding that went along with that and created the map and then Kubera had to follow it and then they did each other's story right before the winter holiday. And so we started to really, we've been learning, it's been a learning curve for me and I know many of our teachers in what we knew was amazing up front but then seeing other possibilities as we dug in. And so as we did that, we knew we wanted more kids to have those experiences. So we worked with our library learning commons teacher and for the week of hour of code, we asked her to expose all kids in the school to coding because then we knew that kids could do it. So like Bianca was talking about earlier, kids had knowledge and we had a lot of conversations because there was angst in some, I mean, it really is a learning curve even for me. So just let the kids teach you, have a teacher leader come in and work with a small group. You don't have to be the expert in that. We can use each other and use our teacher leaders and our student leaders to do that. So all kids got to experience the hour of code, coding with the hour of code. And Bianca, I got a substitute and Bianca went and worked with the library learning commons teacher that first day. So that was all gray levels and they collaborated and planned together ahead of time because it was, our teacher was very willing to do it but she said it's new to me. So they collaborated together and kids came out excited. So teachers were wondering. And then the next thing that we did was we held breakout sessions at our staff meeting where all teachers rotated through stations that had to do with coding. So Osmo, Cubetto, Azobot, different apps and websites because there are a lot of that are free out there. And so we had teacher, we asked teacher leaders that we knew were using those tools in their classroom and we felt like we're comfortable with them and to come during staff meeting. And we did, I think they were like quick 10, 15 minute rotations. And that was the staff meeting that day just for them to experience it as learners themselves and start conversations. And from there, we had, you come in as our guest. Yes, yes. And we looked at where we were because we knew we wanted to focus on that in all gray levels because we were also looking at what robots we had. We also have Cosmo and we have Dash and where we wanted to start with them in different gray levels so that as kids moved through grades there were different extension experiences. But we also, in our tech club, Bianca runs the primary tech club which is K2 with some other teachers. We allowed all of those robots to be part of those experiences. So we had primary kids with part of those too. And so from that point on we made a plan for professional development with our teacher leaders and instructional coach. And so we knew that I think it was at the end of March we were gonna hold learning walks where grade levels of teachers would walk other grade levels to see whatever we set the focus for which is something we do here often but we set the focus for coding or creation. And so what we asked teachers to do was during their workstation time they could pick math or literacy that they had kids engaged in either a creation station or coding station and many picked coding because we had those resources and people were excited about it. And the creation stations were just as powerful some had both elements and then we provided support. So Megan was gracious to come and as our diss she, we had teachers sign up. And so what that looked like was I want to, you know, I want to dig into Cubeta. I want to dig into Osmo with what are the coding chips that go with that? Albi. A coding Albi, yes. We have all the different games that go along with Osmo. So it could be one of those or Ozobot, whatever it was, Dash. And so we signed up in I think 15 minute increments and it was a jam packed day and we pulled all the resources we could. So we had multiple sets. And we went in and Megan and Bianca we brought her in as and other teacher leaders or a couple others that had different areas that we know they had dug into and they ran small groups to teach the kids. But in teaching the kids it was also teaching the teachers. Yes. And then we intentionally left the robots behind or whatever tools we were working with and moved on to the next classroom. So that teacher had transitioned into the teacher taking over the coding experience and the class. So they owned it a little bit more. Yeah, let's talk about that for a second because that's something that's been really different at Burgess. So my team and I do a lot of classroom support visits. And I think one thing that was super powerful within your school's plan for PD is often when we go in classrooms we are owning it and teachers don't necessarily have to. So because you have the power of having so many devices because we had such a tight schedule because everyone signed up we really had to transfer it to teachers. And I think what really made a difference in that was when we left the classrooms kids were in the middle of it. Like we didn't finish a lesson and it was done. We were in the middle of it. Bianca and I took another device to another classroom but we left it there and kids were in the middle of it and teachers kind of had to just be in charge all of a sudden. And so they sat in our small groups and learned but they also really had to take over and we also had some student leaders with us. So talk about that. So we asked the teacher leaders that we knew were using the tools in their classroom. We asked them to select some student leaders to come along as well. And the idea behind that was once our disc left once Megan left, we wanted to have capacity to provide support for teachers before we got to those learning walks at the end of March. So we said, contact Bianca, contact Mandy, contact Jimmy, all those teacher leaders and they'll come in and they'll come in first stage. They also had student teachers or we would cover them. Those teacher leaders that were going into other classrooms and we will cover them or they can send their student leaders and or and they can help run those coding stations or creation stations in between the visits so that we had that support and that expertise in between. And the student leaders really when everybody was excited but they were amazing. And they just took it in and took over the group and so we had a first grader from Bianca's room that said, I've always known I wanted to teach and I wasn't so sure about going into third grade today but my small group they were great and I think I can handle them. And I might actually think about teaching third grade someday. And at the end of the day when we were videoing him, he said, I said, talk about your experience today and he said, I am living my school dream. I love that. And he did such a great job. I think it, beyond being powerful for students teaching each other, we had first graders teaching fourth graders how to code. And I feel like as a small child that might be a little bit intimidating but they were so confident because they do it every day in their classroom. You have stations going in your classroom where literally students are running them independent of you and their coding. And so they had the power and the knowledge and the tools to go into a fourth grade classroom. And they were such little teachers they would sit their students around them and they would model and then they would ask them questions. It was amazing how they really just mimicked what they saw in their teachers every day. So asking questions and giving them a problem to solve and just kind of releasing it to them. So that's great. One thing that I found really powerful with those visits in the classroom is I felt like there were some teachers in our school that were very reluctant because they just didn't know. And even those teachers who were so reluctant that I thought would never want to, you know have coding in their classroom because it's just really scary. They took the leap and did it and now they're using it every day in their room, which is amazing. And there were a lot of conversations around that because Marty, our instructional coach and I have a lot of conversations both in PLCs but then individually. And so there were teachers who had a tremendous amount of angst and that was out of not knowing, not feeling like you need to be an expert so that you can help your kids. And so that's where some of those conversations came in. Use the teacher leaders. Use the student leaders. Let them come in for a whole week of stations and teach your kids while you're teaching your small group and the kids will run with it. And so that's important to us because it's an equity. It's an equity issue if you're not building compact and it doesn't have to happen immediately. Not everybody's going to jump in. We didn't have everybody jump in in October but we had a plan for within a reasonable amount of time that the expectation be that all classrooms have these experiences for students so that all kids have equitable access to those tools. And it looks different. It looks, but the beauty of that is like Bianca said, we learn from each other and we think of things that one person thinks of things that nobody else would have. In fourth grade, they're doing some amazing things with Dash in terms of measuring with centimeters and setting paths and then coding Dash to do that and responses and just things that just blow my mind and angles and having Dash draw angles. And we've done a little bit with Root and Cosmo in third grade with that in a couple classrooms. It's great to see the progression of the foundational skills that they're getting with even just basic like physical block coding with Cubeto and your primary grades and how that has helped support them when they get to fourth grade and now they're still using block code but it's in an app and they're having to use some conditional formatting and some loops and so forth to create those patterns. So I think it's super important as a leader, you bought the resources, but you put in lots of different strategies with how Bianca and other teacher leaders, how I could come in, how student leaders and it was ongoing support. It wasn't, here's your training, we're done, do it. It was continual, it was gradual, teachers had choice of when they signed up, but they knew what was coming. They knew there was an expectation within six months or this timeframe to at least try something, it didn't have to be big. And so I think there's so much power and just given teachers choice but also multiple different supports and repetitive as well. And then making sure that we did hold the learning walks at the end of March, which are always, we get excited about those because you get to go to other grade levels and walk, we walk a whole grade level every classroom, but you get ideas and you can see what grade levels below or above you are doing so that you can see what's coming to you or where your kids are going and see what those teachers are doing. So we start to see things replicated in different formats across the school and we celebrate each other because it's really amazing to see what teachers do. And when you're in your classroom, you don't get to always see all of those other things even within your team. You hear about them planning, but it's really pretty awesome to get to go and watch a whole grade level and have reflective conversations around that and we did that with a rubric. So I definitely think there's so much power and just seeing other people who do what you do every day, try and something new and learning from them. It's one thing to see it online or to read it in a book, but to see it in action, there's just so much power in that. So do you offer any other kind of incentives for teachers trying new things? How do you get the Bianca's of the world to be the first one that jumps out and try things? How do you help kind of get leaders, whether it's for coding or anything else? I'd be interested to hear Bianca's response. We are very strategic. So whenever you start a new initiative, what naturally comes next is the want or the need for additional resources. And so we watch, we do different things. So for example, we put Osmos out there in classrooms and teachers loved them with coding, Aubie, but also with other different tools and games that they could use to practice academic skills. And then we bought a bunch of extra bases because what you can do is have partners working on one Osmo and share the manipulatives. And so as we went around, just some walkthroughs, I would keep bases all around the school in our different offices. And if I saw it being used, everybody got a base in the end, that's how, you know, great job. Thank you so much for using your Osmo. Here's a base and it's like Christmas. Absolutely. And so, and then other tools too, like Bianca caught on pretty quick if she said, you know, this is out there for Cubeta or there's an astronomy mat and that kind of goes along with our standards. If I could, you know, if I can, they're not that expensive, but if we knew that they were going to be used, we would start to build resources in those places. And then when we use our teacher leaders, we try to do, give them a little sursy or a little something for their classroom as a thank you. And so we just try to do little things like that to say, you know, hey, thanks for sharing. And I think colleagues are very appreciative of that as well. Yeah, there's lots of celebrating each other in this building. And even on the learning walks, it's a day of, you know, just giving everybody like that kind of validation that you need, like you are working hard, someone sees it and you're doing great things, you taught me something today. And so I know that when you guys go in each other's classrooms, it's everybody gets so much positive feedback. You kind of, it kind of feels like a gift when someone visits you as well. It is really nice. And I think that on the teacher side, we were just so grateful and thankful to have access to all these coding materials because it can get costly. And so when we do have access to them and we can use them and have them with us in our own grade level to share, it just makes us want to do it more and want to let the kids do it more. Cause I feel like they're learning so much more by doing the coding and that's kind of stuff because they're excited about it. They feel motivated to do the work because they're doing it in a fun way that they want to do it. Well, that's great. And our learning library comments has been a big piece in that too. I can't not talk about her because she has, she set up early on coming in, really the previous person had a maker space that she's really focusing on inquiry skills and those skills that go into that may not always involve the technology, or it may. And she has resources as well so that as kids are experiencing them and teachers pick up kids and see some of those things going on it. Also, it supports the classroom because she's working on some of the same skills or teachers can go to her and say, will you work with my class on this this week so that when they get into stations that precursor work is done. And so that's another key piece. We hear that from teachers all the time. I don't have time to teach them the tool. And so we know that sometimes we can just give it to kids and figure it out, but there are some things that are a little more complicated and some of those coding tools really are. So it's great for, as a classroom teacher, say, hey, you know what? My kids have enough background on this that it's not gonna take up so much of my time to release it to a station because they have learned it in that shared space. I've actually gotten ideas from other teachers. That time in the morning when we come in from 7.30 to 7.50 when we're unpacking and we're getting ready for our day to just hand them the iPad and say, this is the app you're exploring today and let them figure it out. And I've actually been doing that for a while now. And it helps me to get them set up to do the app later on in the week so that when the project comes along for reading and responding, they can go right into it and do it because they've already had the time in the morning to figure it out and how it works. And all of the tools that are involved in that app, which has been really fun and exciting for the kids. I love that for a couple of reasons. Number one, when it's academic time, they can focus on the academic skill and not having to worry about the troubleshooting piece. But the other thing is we're teaching kids to be self-learners and independent. In the real life, there's not someone always around to teach us those things. So I think it's important that students can explore and they can teach themselves. And you have peer support. If I don't know something, I can ask my neighbor because they've had that time too. So that's wonderful. And the upper grade, I'm going to share one from our fourth grade teacher. Sometimes when you go through stations for so many years, the accountability piece and the motivation for the independent work is challenging. And so one of our fourth grade teachers made the dash station an incentive in terms of if you finish your independent stations, then you get to go to the dash coding. Must do and then you can may do, right? And she was like, suddenly all work was getting completed. Well, in a pretty quick manner. So now it's part of, that was when they were learning it and she was trying to encourage kids to explore. Now they all have access to that in certain stations, but that was a really great way to start off. Yeah. So I think you've really given us a great plan on how you've implemented this at Burgess, but is there anything else you would suggest to other building leaders so where they can start or, you know, where to kind of look with coding in their building? Any other final tips? I think like Bianca said, part of it is the training, part of it is the support and part of it is the tools. It's great to be able to check out the resources, but when you first learn something, if you don't dive in and play with it, I think you lose a lot of that knowledge. So I would say just with coding, everybody's a learner because it's new but it is part, one thing that I learned from Hour of Code is how many jobs involve coding. Absolutely. Right now in the real world, so I can only imagine where that's leading and heading and that was eye-opening some of those videos if you looked that up on that website. So, you know, it is authentic and it is, they are skills that our kids are gonna need and we're doing them into service if we don't. So I would just say have a plan but jump in and make sure that the tools, the support and the learning is there and just be reflective and support one another in the journey and if you don't jump in, if you wait for it to be packaged and pretty, it might not ever come and you'll be behind. Absolutely. Well, I definitely can tell that your belief in it and your opinion about it has really set the tone for your building because it is carried over to your teacher. So I think that is one of the most powerful pieces as a leader you can do is to give teachers the freedom but also say, you know, this is why I believe in it and this is the proof and you've done an amazing job of that in your building and Bianca and all your other teachers have just dug in deep and done amazing things with kids. They're awesome. And they've taught me, your students have taught me. Me too. Every day. Yes, every day. So and I think that's great that we can all be learners together. So thank you both for taking the time to sit down and share with us today. We appreciate it so much and we cannot wait to stay tuned to see what else we will see from Burgess. Thank you. Thank you. Wow, that was really great to hear. Great job, Burgess Elementary. Keep up the good work. Thanks again to Ms. Basher and Ms. Coy for taking the time out of their schedules to join us and great job on those interview questions, Megan. Well, it looks like we're out of time. As always, all of the resources mentioned in the podcast can be found in the description for more information on Cubeto, Dash and other coding tools available to your school. Please visit our YouTube channel and our various social media accounts. If you have an idea for a future podcast, please reach out to your dis or leave us a comment on YouTube. Also, if you enjoy the podcast, subscribe, like and leave us a five star review. See you next time, Ori County. To continue to follow our story, please subscribe to the discast. Thank you for joining us today and always remember, in the words of George Kuros, technology will never replace great teachers, but technology in the hands of great teachers can be transformational. See you next time. Thank you for watching this tutorial. Be sure to subscribe, like, comment and follow us by clicking on the links below in the description.