 A real challenge is honing in on a research question. And so I'm still not sure we've gotten to a very sort of refined way. And so sometimes we would instead opt for a much sort of looser framework. The teachers of the planning team wanted to think about student talk or wanted to focus on student talk. It's not quite a research question. We couldn't quite push it towards the research question. But it was sort of enough of a frame around which to build the lesson and have the discussion among the teachers in a deep briefing. We struggle with the issue of the research question as well. Because people really weren't used to framing their practices that way as an investigation. I mean, they do it all the time, right? You teach a lesson, you're driving home from work, and you're going, OK, why didn't that kid answer the question? I thought he knew it. Or I asked this question, nobody got it, or you're like, awake at night. You're kind of doing it all the time, but you're not doing it systematically sometimes. You're not doing it with colleagues who make other eyes to the table about it. And so they're not used to framing a research question the same way people may be trained, you know, researchers are, or have gone through some teacher research training themselves. And so people would ask questions sometimes, not all the time, but can students read primary research documents? Well, yes, of course they can. That's not really a question that's been worth investigating. You might want to reframe it as can we build instructional structures that support students reading documents like a historian, right? That's a question worth investigating. So we've kind of, ourselves, kind of played, you know, kind of put out kind of guidelines for what makes a good research question and where it comes from. And so we're making progress, but it's still messy. In some ways, the end product of lesson is the least important part of the process. The most important part of the process is the actual learning that happens that spills over into the rest of their practice. And what we have to do is when they finish the lesson, they actually write up an analysis of what happened, what they want to happen, what they thought happened. And usually student work, say, how successful lessons are not what they do to refine the lesson. That to us is the most important end product, not the lesson. In many ways, a sort of a, you know, pristine, refined, perfect lesson will be a very fortunate byproduct. What's really important is this process. And we've had some questions in the panel today, or at least one question that seemed to sort of hint at how can we, you know, share perhaps on the web or through some 2.0 application? How can we sort of share what's going on in lesson study? And my sort of knee-jerk reaction was, you really can't, or what you can share in that way is limited. What's really exciting is what happens in the room. And you have to be in the room when the teaching and learning is going on. And when the teacher discussion is going on, the professional debriefing where teachers say, okay, what did we just see? What happened? Did they learn it? Was it taught well? What have the students come away with?