 It's fine, but today we're going to continue with something practical, we're going to join this case, partially. Okay, and the first question you may wonder is why this was taken, if I am new to this. And the reality is that all my life, whether or not, has been linked to the concept of drawing. And when I was studying, I studied translation and interpretation, there was a subject that was consecutive interpretation. Do you know what it is? It's, well, interpretation and say that it's all a translation. Okay, so in this case, consecutive interpretation requires no taking. Okay, but this no taking must be done in a fast way because we need to keep the whole message. Okay, not all the words, but the message. So we use fantasy here, fantasy properly, but with arrows, with squares and concepts. So for me, a square is country, a square that is crossed means international. You know, so these are concepts of drawing. Okay, and this is also connected to this. All these symbols that we can use to represent different ideas, different concepts. Okay, so one way or another. All my life has been linked to this. So let's move now to visual thinking. I think it's better if I go this way. So in this case, what we're going to see is trying to use some basic techniques of visual thinking applied to the grid. Okay, but with this purpose, okay. The other purpose of the session will be focus. First was visual thinking. Okay, and what are the key issues of visual thinking? Second, why? In this case, we will connect it to the grid. Okay, then how? The basic techniques that you will need to use and look at. Okay, and then some final remarks. Okay, I'm glad to see your products, okay, your final results. And I would like to have a kind of detail. Okay, so first question. What my life has always been linked to drawing one way or another. But also, the history of humanity. From history, okay. It gives the Middle Ages that we know that sculpture was used to teach people, okay. But they understood themselves in the Enlightenment and the Second Century. And probably, you have received by WhatsApp something like this. Okay, that's even from the beginning of history. Now, we use the same type of symbols, conventional symbols to express concepts, ideas. Okay. So, what is visual thinking? Well, visual thinking starts with something quite new. Because it is considered, I mean, Arnheim is considered the father of visual thinking. Why? Because he stated that all thinking is perceptual in nature. Okay, so this is something that we need to keep in mind. And Bruno, some years later, said that in order to arrive at the knowledge, the human mind must go beyond the information given by direct sensory experiences. Okay, and it's also one that's to draw in. Bruno stated three stages of cognitive development. First action, then image, and finally language. But that was that Arnheim considered that this promotion from action to image to language, to language, then it was finally limited only to the language. So, let's say that we forget this visual thought. And he said that the implication of this is, unfortunately, that with the arrival at the next level, the earlier one falls with the result. So, let's go back. Okay, let's go to that image. And the three main ideas of visual thinking can be reflected here. This is by the University of Harvard. First, it's a way to organize forms. And improve the ability to think, but also to communicate. Then it's a way to convey complex or potentially confused or confusing information. It's a way to make things easier. And the use of tools to externalize this internal thinking process. Yes, so these are the three main ideas connected in visual thinking as such. So now, why? Adrian said yesterday that limited research has been carried out in the combination between visual thinking and good. But there are many fundamental fields that are directly connected to this. Okay, so why visual thinking and why in good? First, it is an active methodology. Again, it is connected to the news that Professor Rotega mentioned yesterday. It connects with visible thinking. Why? Because as I said before, it is a way to externalize these processes of thinking. And this connects with learning to learn. And it's like thinking that you would see tomorrow and Thursday with professional things. Then, special educational needs. Why? First, it's an active methodology. Why? Because it connects with project-based learning or task-based learning, depending. It creates content consumers. That is, content producers and content consumers. Why? Because you as students and you as teachers can consume this knowledge, this content, and then produce it again in a different way. Okay. It's connected with the same thing. And as I said, you will work with that on Thursday. And, of course, you can create it. Okay. These are four main experiences to the active methodology. Then, regarding the Bloom's taxonomy, in this case, the revised version, we are in the part of the house, especially as you can see in the top of the pyramid. We have this idea of creating. Okay. Because we're going to be producing content and stuff. Okay. From other sources. And also it can be used, the final products, the final results, can be used to evaluate if the students have understood and have understood this product. Okay. So, if you see in the Bloom's taxonomy in level six, okay, the question is, can the teacher create a new product or point of view? Okay. And this is what we would do if we stopped making it. Okay. And then we have assemble construct, create the product, formulate, write, but also draw. Okay. If time is fast, or if you have comments, which I'll stop here, but I want to give you some time for the normal later. Okay. If there's any comments, any doubts, or if I go fast, yes, stop. Okay. Why visual thinking? Well, because visual thinking, the concept of this is that it's a flexible and systematic research-based approach to integrating the development of the students' thinking with content learning across subject matters. So, is this actually the drill? Yes. And the two main ideas of visual thinking is to cultivate the students' thinking skills and dispositions. That is, curiosity, concept for tools, for understanding to, in general, to define content learning. Okay. Why? Because they need to create, they need to understand, they need to apply, and they need to create. Even in a further step, they need to share with the others. And we will have to look at all of the pages in the new one in case you need it, because maybe if you want to take pictures, that's perfect. But we will be there. Okay. Also, this can be related to special educational needs. Why? Because one of the main problems that we should face is that we have a huge variety of, for example, levels of language. No, this is something that happens. So, this connected to special educational needs. Okay. It's true that visual thinking based on research increases concentration, increases motivation, promotes teamwork. Okay. And, as I said, creativity in different ways. Okay. So, with this approach, we can engage, okay, different, let's say, types of students with different interests, with different levels of the language. Okay. And with special educational needs. Okay. So, what you just said yesterday, that's the students with autism use drawing as a perfect way to show their knowledge. Okay. So, that's why it's also connected to this. Okay. Then, cooperative learning. And I also have a multimodal presentation with yesterday's. Why? Because visual thinking, it used in a cooperative approach, can help in the collective construction of knowledge. Okay. Because different people with different materials need to create a common product. Okay. Then, the social interaction, violence of drawing. There is that, not only one person at the group draws, okay, but interaction with the different members. Also, this is connected to the positive interactions. But mainly with better communication and interpersonal complexes. Why? Because in certain levels, we can even use this approach, using the limit of interaction as a regular language of communication in Europe. Okay. Not only they draw and write in English, but also to increase oral skills and then better when they share the knowledge. And autonomous is connected to cooperative learning. Okay. Because each member of the group needs to get their own rights of view to utilize into the drawing. And it can be considered as a formative evaluation. Why? Because by means of the drawing, we can see if the students have understood or not the contents. But they need to reinforce any part of the, sorry, of the materials. Okay. So taking is not based on artistic drawing. Okay. If you can do that, that part of my part, that's perfect. I am not able to do that. Okay. I don't have to do the other part. Okay. But if you see in both cases, you will have a minor avoidance. So the concept is there, isn't it? I mean, I need to see that this is avoidance. Not cheap. We need to consider that we can use pictograms, right? Drawings that reflect in a more realistic way. Realistic. Okay. The sun. Or a flower. Yes. But we also use idyllars. And so you can see future prediction. Okay. That is images that represent concepts. Like, for example, a heart is a conventional symbol for love. Yes. So in this case, I am not referring to the heart. Yes. Maybe in biology, you can also use it. But you would use it as a pictogram. But if I want to show love, okay, the easiest way is to draw a heart. Okay. Or the symbol for good love. Or the symbol for creativity. Okay. And I call with lots of lights. Yes. So can you say that today? Yes. Okay. This is something quite basic. But this is essential for love. Especially when we need to present more concepts, more complex concepts. More complex concepts. Okay. So what happens with this? What happens with the ring? Is it a pictogram or an diagram? Both. Both. Both. Because we can use it as a ring or we can use it as a symbol for engagement. Okay. What happens with the books? The same. We can use the books for showing books, but also to make, for example, science. Yes. Or knowledge. And with this? The masks. Yes. The theater? Usually. More than masks, probably. Okay. And the piggy bank. Clean for savings, for economy. Okay. We don't use the piggy bank to represent big. Okay. So in some cases, the same, let's say, type of drawing can be used for both purposes. Like the two on the top. Okay. Because we use some conventional approaches, okay, to represent concepts. Or even the piggy bank for economy. Okay. So, please keep this in mind. And now, your talk. This is quite many. But I want to, I want to, to, to see this, this, this, this. And for this purpose. It was something personal. Okay. If you see, you have an arrow. And you have point. Okay. This is my drawing. Sorry. That's, it's not the best. Okay. And so, if you see, you, you have three shades of gray. Okay. We'll give you a copy now. And I want you to show in a simple drawing. Three shades. Or of your life. Or of your purpose. Okay. In my first term, second term, third term. Okay. Something personal. Something easy for you. Something that you know. Okay. And then I would like to see how you do it. Okay. So, this is how you draw. That's your draw. You can draw. And I give you a result. Okay. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Mine. Okay, this is individual, okay, so try not to look at the other, okay, and try to be creative. Okay? Okay, so play, so you have three. Okay, okay. So, please choose three moments or something you're not sure what about. Okay, dance makes me go long. Five minutes, I won't play you anymore. Can you show me the keys to America? Come on. Okay, thank you. Yes. He's wrong. Okay, he was born in Granada, I don't know the year. I don't know if he started or he finished doing a bridge or a bridge. Okay. And he started teaching. The third step is he started teaching. He's a maths teacher. Maths, yes. Okay, because you cannot see it now, but we have some kind of questions. And let's work on some of these things, okay. Did you build the bridge? I was part of the team. Okay, you were part of the team. So, perfect. With three simple drawings, we thought he's playing perfect. Okay, he was born in Granada. True, great. He's built a bridge. I would say, I mean, I would have said that we would be in some kind of history. Thank you. And you are a maths teacher. Yes, great. And not that, but it's an experiment. And you must show me your drawing. Thank you. And you draw it. He was born in 1981. He would say that he found love in 1981. He engaged ten years later in 1981. And he was born in... Okay. So, if you see, with a body, with the parts on the eyes, okay, you have this idea of love. Then with the two rings, you have the engagement. And finally, the baby appearing. It's the best look. But they can't be real. Okay. Simple drawings. Okay. One can be more elaborate. Okay. So this was a kind of warming up. As I told you, if you want, later you can take a picture of each other and we upload it to Google and you can see that. Okay. So, let's continue. Kind of warming up. As you can see, more or less, you can draw... No. You can draw... Okay. So, as I said, my drawing. So, many types of visual paint. The first one is sketch notes. Okay. For example, in trouble diaries, there's a little note. Okay. And this also can be done in other problems. Okay. But usually in small notebooks. Then, graphic reporting. That's the case in my view. That's another person here has a big panel and he's drawing at the same time and speaking. Okay. Reflecting the same ideas at the same time. Okay. Kind of real drawing. Okay. At the same time of, for example, a conference or a meeting or something like that. And visual mapping. That is what's good. Okay. In this case of sessions, it's the best way to do it. Because sketching of it requires more time. Okay. And graphic reporting requires that person here to have real time. Okay. And that's also my partner to the host. Okay. Materials. Well, it depends if you prefer traditional things or digital materials. For here, I'm sorry, as we don't have so many technological devices, we will use some. So, you can add drawing. But, for example, this simple picture of a drawing was done in a notebook with a pencil. Okay. That's when it was passed. And also these slides with what was involved in how it was done also with, let's say, digital. Okay. You can choose. And even you can combine both. Okay. If you see that you have the resources and there is a concept or type of drawing that's your name that you see. I cannot do that. Or you want to draw, for example, the timeline. Okay. You can create this and then continue your drawing. Key elements. As I said, first, lettering. That is the type of writing that you use. Okay. Or the font in the computer in the tablet. Okay. Symbols that we saw before. Okay. And characters. It is quite common, the use of different characters to guide the discourse in this way. This is my type of drawing. Okay. I also have the girl version. Okay. But it's quite simple. Okay. But it reflects the idea that I want. More key elements than any performance. Okay. All these battles. Okay. To show concepts, to show ideas. Okay. Or what may have to show for example something that is important is like, oh my god. Okay. Or low. Something like that. Quite traditional. Okay. And some people also like storyboards. Where they want to show a process. Okay. So these are techniques from comics. Okay. From graphic novels and so on. That you can also introduce in your best of the game problems. Okay. So. Now. And this comes graphics. Okay. When this workshops was suggested. More or less we try to choose different subjects. Okay. I don't know if fortunately or unfortunately, I have geography. Okay. So. None of you is from that. Okay. That is positive for me. But it's also positive for you. Why? Because you will work with real materials from a text book. From a text book. From the third course of secondary education from geography. Okay. And you need to transfer this concept to visual thinking. Okay. Concept actors. Concept symbols. Okay. And try to give the information. Okay. And to make it easy. Okay. I have to tell you. This template. Okay. That you can use. Or as a guide. Okay. Like taking the main ideas. Or as the layout for your drawing. That's no problem. You can choose. You can use this. To take ideas. Okay. Or to draw them. This is a template based on the thumb bone. Okay. That is the six by six bone. That it establishes. Okay. The six main WH classes. Okay. Who or what. Okay. The idea. The main concept. The main idea. Of your drawing. Okay. How much. Where. When. How. And why. Okay. These are the six questions that Rome suggests. Okay. In some cases you will see that you cannot cover the six squares with the copies that I will be. No problem. Okay. Don't worry too much. Okay. This is the main one. Guide. Okay. Yes. So. It will work in teams. Okay. Preferably. For genius draws. I think I draw 35, 46. Okay. So I had thought nine years of 40. Okay. We will see if we have some which three is not common. Okay. We will see. Okay. If possible. Combining. Linguistic with non-interesting. I mean. Not all the eight pieces together. And if possible. Not all the drawing features together. I know that in my case if you are. Drawing. But. If possible. Different groups. So. And. If possible. For different subjects. The advantage here is that. You are not. You. Okay. So. The level of that could be more. How you use in this case. Okay. In this sense. Yes. So. Teamwork. Okay. We will organize the groups now. I'll give you a copy. One page. Of the geographical. You need to read and analyze this. That is. The first part. So the. That's all. Okay. And then. Okay. Apply that. Draw. Okay. But. As we did earlier. Key concepts. Key ideas. Okay. Then share if you want to use this. No. Or if not. Or if not, I mean, as I said, if you are happy with that, we can take picture with that, so it's just too much. Okay, so that you all have the results of the others. Okay, and in some cases, if you have time, I think a little bit. Sometimes it just ends. You're right, yes, but not with the text, but with the problem. Okay, do you know what we have to do? I don't know if you understand what we have to do in the grid. Yes, I got you. This, I mean, I'm gonna give you a sub-basis, okay? To get the main information, okay, from the page that I will be on the video before. Okay, so these are the key questions that's done from the study established to create, okay, a visual thinking drawing. But I can click this, click this. Yeah, I can do it, yes, yes. You can use this only to take notes, or if you see that you're not much time to do everything, like visual, thank you, we'll be back in a minute. Are you so-so? You can do the, you can have the drawings there. Okay, so this is a basis, you can use this as the template, let's say, for your final results, or you can use this just to get the main ideas and then, on the other way, you can make the visual map. Okay, this is clear, great. Because this is, I mean, this is not mine, but from one of the main areas first in visual thinking. So, I'll give you one of these per person, not per group, so you can use some of them as a part, okay? And only one will be the final result, okay? So, first I need to mix. And then you'll realize, when you create mediums of four people, if possible, then you can know what the area is and what the area is. So, mediums need more time, okay? In other cases, even more per group, you have to double phase, okay? So, it is not so easy, okay? So, you have to form complex concepts, okay? Into drawings, into visual concepts. Especially when you don't have much time to study, to reflect, it's okay. But my idea with this was a first approach and I'm happy that I got you from Geography because you weren't experts, okay? Of course, we know a little bit about immigration, about the likes of immigration nations of Mars and how they go, and so on, but we weren't, okay, I include myself, experts in the talk, okay? So, I would like that a couple of groups, three, come here and present the problem, but not only the problem, but the process, okay, of extending ideas to the groups to reach the conventions so please try to understand, please, okay? So, over here, there was some, I mean, all of them are very nice drawings. Really? So, you have to show yours. What was your topic? Immigration, yeah. Okay, and what do you have there and what's been the process is to do it? We have been dividing first the topics of our subject and we have three different topics, the causes, generation and distribution, then why the people need to read, the countries where the people need to read. Okay, so, if you don't see, Of course. Yes, the colors represent the different ideas, okay? So, here we have the causes, isn't it? The causes in yellow, okay? In red box. Why is it black? Okay, why aren't the orange arrow is for where? Okay, the destinations. So, even if they weren't experts in migrations, we can see clearly the three parts of the text, okay? With the drawing of the cities and, you know, the boats, okay, and here the causes we have, duration, causes and destination and the implications of each of them, okay? So, for these, as you can see, it's for Tia and how did you agree? I mean, what was the process of communication in the problem? We tried, some of us, we tried different problems and then we choose which was the best, which fit the best in our, what we want to communicate. Okay. So, this is one, isn't it? Okay, so, thank you. Thank you. Thank you. Thank you. Can you show your, sorry? Can you speak well enough? Do you want to speak the next time? Okay, the first. We have the introduction of the text. What is the topic about? The population in the world. Okay. And here, we have the rest population of the most populated areas. And why, we introduce in the highest populated areas, we divide in the three different sectors. Okay. And we put towards the areas, near, mini, areas, mining, and industrial areas. Okay. In other areas, China, Egypt, Venezuela, this, in minor, US, California, Venezuela, and industrial areas. We show the flags of Japan and now. Okay. And then, at the last point of the text, we define correlation as these elements. And this, to define between Malaysia, we have a mechanism that the city is connected between them. Okay, great. If you see in this case, we have some arrows to connect to the different areas. Okay, in this case, this was mainly most populated areas. Okay. And a good way, in the case of geography, is the use of flags. And those of you who are familiar with the flags. Okay. This is the flags. Yes. Yes, you can see China, Egypt, and New Zezimia. Okay. As the transition between agriculture, mining, and industry. Okay. Personally. Okay. A possibility for this could help instead of an arrow and a basket, maybe two arrows, one, for this part. Okay. Okay, for the parts of the sectors. And another for the types of cities. Okay, because this is like the four coming from the same idea, you know. A possibility to be, like, divided in two parts. Okay. Others, that depends on how you look. Look at the value of the text. Of course, that's the value of the text. Of course, of course. Yes, I mean, this is your representation of the picture. I mean, of the text in a picture. You follow the text. Okay. If you follow the text, you do action, actions, and then the race takes the final explanation. Okay. Yes, yes, I mean, I said that's purpose. And they help you to keep words, okay, that is kind of our relations, and that of us. Okay, I said key words in the context of high density areas. Okay, so, thank you so much. It was about a natural population growth. That's the difference between new babies and people who die. And also, it's a life expectancy. So, we want to come in one visual map. Uh-huh. So, it was, at the beginning, we had problems with the context, because some parts were talking about the initial, like, two columns. We had initial, the examples. But then, the lower here, we had a one-year-old 37-year-old woman. And we come to a remnant, we came to a remnant. So, here, we have the natural population growth usually distributed by the size of the continent. So, the bigger the continent, the more people, the more it's grown up. Okay, so, for example, you can see how African Asia are bigger than Europe or North America, because they are Western countries. And the same way, small countries are, like, losing their relation to nowhere. And then, we have a talk about life expectancy. Here, you can see some arrows. So, you can see, like, you are, okay, it's specifically by, like, the lower arrow. And then, Asia and Africa come with the smaller arrows. You cannot see if there's, when we are doing this, the more that you will see, that there's a baby. There's another, and there is an old person here. Baby. So, the arrows show, till the moment of life, that they get, depending on, I mean, here we have North Korea, Asia, and Africa. Okay, you will see it when you have a bigger screen, you will see it before I give you. And then, the text also talks about the crosses of these differences. So, we have between a cross, it's talking about the health system, right? So, the bigger the crosses, like, more of the continent is. So, for example, you can see how Europe and North America have, like, the biggest cross, the green crosses. Then, the same with the apple, which is good nutrition. Okay, nutrition. And then, up here, a lab of justice, which is a balance of justice, and which is close out. And how in Africa and South America, it's bigger, and not in Europe or in North America. So, we try to represent everything in the same apple. Yeah, it's a lot more. Okay, so, if you can see here with a single map that they didn't have in the book, they represent all the concepts, and you can see here, okay, about this, about the population growth in the different parts of the world. Connecting to socioeconomic factors, as you can see. But, you will see, I mean, pay attention to this, because here you have birds, and here you have ducks. Okay, but here, that's so nice, with the baby, with the adult thing, and with the old person, because it's quite visual. So, this way, we can see that the big crosses are in the northern countries, okay. And this one of ours, as you can see, in the southern part of Africa. What do you have against Australia? Yes, it's a country, I think it's a country. We're not going to go to the end of the world. Yeah, they have to go to the end of the world. It's true that we don't have the deal, we don't have the obvious humanity there, and we don't have Australia. But, I mean, this has my character. That's not in the book. Okay, the big words in the book. Okay, thank you so much. The first page of the text, so I guess it's actually part of the text. So, the idea is, what is geography about? So, we have percentage, the globe, the earth, geography, and we have around three hours in different worlds. I mean, there are the dramatic perspectives. So, the first is physical, and we have around some mountains, rivers, trees, so all the physical features, geography, and the other is the human. So, we have, we presented percentage, population, features, different sectors, economic sectors, stories, and money. And, on the other hand, another part of the picture, we have in a general hour, the spatial perspective. So, the countries, the region, regions, and all that. We have around three different regions, and also Europe. And, at the end, she has drowned the fellows of geography. So, two in the 19th century, two people, I have suffered from boroughs and garbage, and it's all. We have seen with four different drawings, we have covered different parts of the contents of geography in the space of the telephones of secondary educationists in geography. So, you are experts, but you are able to come here and show in your pictures to explain the key aspects of your topic without having studied it at all. Of course, with cultural knowledge, we know some of these things, and the connection of the ideas or even the fathers of the geography. It's something that maybe we know who holds it. You know, just because it brings a bell, but connecting these ideas is another possibility to work with contents in the foreign language. And, as I said, in one of the groups there, we don't use a sponge. It's not necessary. They use a sponge for this. Maybe, when they work in groups, maybe they can use it. In higher levels, we can try to encourage them and encourage the students to work in language. So, we are combining different types of complexes. Okay? So, I would like to show you a couple of tools. One that I think and another that is a curiosity. I don't know if you know them. About these three tools of ortho-draw and quickdraw. Have you heard about these tools? No, okay. I'll show you. I'm going to start with this one. Okay? Ortho-draw. This is, in this case, ortho-draw.com. Okay? But you will have the info in the... Google, just this. You go to the address. This is a tool by Google. So, you have things that this is like paint. Isn't it? So, imagine that parents are so good at drawing with a computer. Okay? But I'm going to try to draw a cut. I'll do something like this. Sorry, because I don't have a mouse. So, I need to put your little jar cut. Okay? The ears. The eyes. Here. The software automatically recognizes... Something! You can buy a computer. You can have a mouse. You can have a computer. Well, imagine that I'm going to try to draw a picture that we see here on Instagram. Okay, tell me. Something that I can draw. A dinosaur. A dinosaur. A dinosaur. A dinosaur. A dinosaur. A dinosaur. A dinosaur. A dinosaur. My drawing is not so good. In here, it should appear as if I've a dentist. I feel I need to try doing something easier for me because I don't have the... A sittingURS reader. This is fast. Is this paper playing? Okay, I will try. Oh, the answer is now! But when you click on here, this works with artificial intelligence. So it combines patterns of other people's problems. I thought it was the dinosaur. But he said it's because of the internet. Hopefully it works the first time. But, well, look at the vote. It's a nice point, crazy. But if you make a simple drawing, then it automatically recognizes the patterns, okay, and you can create. And the thing of this is that all these are vectors that you can download, okay, and you can use in your observations, or in your whatever. So imagine that you have some problems with drawing the dinosaur. So in this case, you can try to do it as you did it, as you did it in part. Okay, much better than I did in previous. But, and then it automatically recognizes that you're drawing a dinosaur. Okay, and the colors that you have here, you have the vector in the color of the fact. Okay, so I thought this can be helpful. And the other is more curiosity than actually useful. But this is going to be wrong. That is a quick draw, okay. In this case, the URL is quickdraw.withgoogle.com. Okay, but again, if you write quick draw in Google, it will go back to this. So if you say, I mean, in this case, it says the opposite way. It says draw something. When you're drawing, the machine thinks, I think you're drawing a house. I think you're drawing a goat. I think, oh, you're drawing a pencil. Okay, I will try. If you don't know what you're drawing, try this at home or in your town or they will tell you this question. I will try again. So draw a line. So we do something like this. More lines. Something like this. The drawing is not working. Now, look. It looks like a me. It looks like a deer. And now it looks like a pineapple. In this part, look at this part of the script. Well, such a thing. This is what happens when you want to do it real life. Is that all part of the script? Let's do it. So a saxophone is something that seems like a me. It seems like a me. Oh, look them up. It's a saxophone. It's a me. You must remember, this is easy. So if you see, the problem is that with the internet, this goes quite slow. Imagine something like this. It looks like a me. It seems like a me. So these two goes the other way around. So when you are doing this, you are providing the previous tool with more pattern to create this. These automatic drawings. So the two tools are connected with the Artificial Intelligence. As I said, the first one is useful. This is curiosity in terms of the Artificial Intelligence. And when you complete six, they say, now we give the six drawings that you have done to be introduced in the patterns to develop the Artificial Intelligence engines. Okay, so that's curiosity. Okay, especially because of the, let's say, thinking process of going as we said before. So if I disappear, this is the final thing. Okay, so you can see the connections of the, so. Okay. So, curiosity tools. Relative to drawing. This is my plan. Okay, see if it works. So, you get a bike. Okay. And you were asked to draw speedboats. You drew this and then you run it and recognize it. And it also thought previously that your drawing looks like this. A speedboat or a shark or a sea turtle. So it connects the patterns, okay, the lines that you create. So I think it's interesting because probably in the future instead of writing in Google videos, maybe when asked, we will be drawing to get over a minute. Who knows, okay? Well, final practice and I'll finish in time. Well, four key ideas that I would like to transmit. First, active learning, but also active thinking. Because you saw that it's not so easy to transform, especially when we have complex concepts into drawings or into key concepts. Okay. I think that connections with real are very clear. So it's something that I personally think that is a technique, a strategy that we can use in some of our lessons, lessons, lessons, okay. The engagement of special education needs. But also of different levels of the language. Okay. And not necessarily the person with the lower level must draw always in this kind of thing. Okay. Especially if you didn't forget to draw. And of course knowledge build. Why? Because this is another side of thinking of reflecting about the same concepts. It's half past 11. This is my mail. This is my Twitter details. And if you want, please give me your comments. I will make the pictures in this break. Okay. So that's an update on tomorrow. Okay. So, thank you.