 I wanted to build a first off kind of looking at how students respond to hypothesis. And so I put together a list of unsolicited student thoughts and I thought there's a couple that I really want to highlight here. These are basically students who will chime in on my announcements couple twice weekly announcements I'll just put comments in and these are basically where the comments come from. And so this is kind of really interesting right the hypothesis assignments for fun I enjoyed the various components and seeing people's thoughts and opinions while reading looking forward to this week. I love this comment here include more articles when have we heard that I mean seriously include more articles with this class. I seem to enjoy your readings and always left me wanting more, and that's coming from someone that would always say reading sucks. And so I consider that a win. And it says, I'm always excited to tackle the assignments I enjoy the annotations on the narrative is interesting to read the insights of our various students. And it just comes in over and over and over that we're seeing students really take to hypothesis in these big big ways. And in my conversations with students. One of the things I've really realized that the value of hypothesis is it allows me to to de-center authority within the classroom. One of the I think students in my experience in my conversations they tend to show up in the classroom, not having done the reading I'm like why don't you do the reading. I didn't know if I was doing it right. And that's so super frustrating to me, but I realize it with our educational system and the really kind of top down lecture format students have aren't reading because they generally don't have to because they'll show up in a classroom the teacher will say everything that the teacher wants to say and that the authority is really kind of gripping onto that authority. The, as a life raft. So with hypothesis I set a culture of almost immediately in the classroom that there are no right or wrong answers I'm not after an end game of making sure that you get it right. And what I do is I set up the same type of renters reader apprenticeship that Maritaz does with the same kind of response strategies very early on. And then I encourage them to comment to one another and I take a step back. It really allows me to go into the background and act as a cheerleader. And so I'm able to practice appreciative response and really highlight when students are saying amazing things, some many kinds, not something that I would never have even considered. And so we're able to then kind of build on these amazing, amazing ideas throughout the course.