by Shelly Blake-PlockThinking today about Sir Ken Robinson's thoughts about the travesty of dance not being taught in school. So, here's a short video of a small group of some of my 9th grade history students who are trying to understand the Renaissance... through dance:

by John T. Spencer - A Reflection on the Living Facebook ExperimentI could spend an entire day living in my mind.  Give me a day off at Starbucks and I'm good.  On some level, I could spend an entire lifetime avoiding the terrestrial here and now.  Let me blog and write, listen to Sufjan Stevens and speak in front of people.  I can debate ideas, tell stories and ask hard questions.  I can join chats on Twitter, post quirky updates on Facebook and manage life from a fourteen inch screen.  Not only can I live this way, but often times I do live this way.  And the crazy thing is that people reward me for it with a virtual thumbs-up or a retweet.The Living Facebook Experiment (does it need to be a proper noun when what we are doing often feels so overtly improper?)  forces me to engage in social interaction with my real voice and my two hands.  Whether I'm writing on a window (it's a long story regarding why we avoided walls), scribbling intant messages on a church sermon handout or pulling plants in our Suburban Farmville, I'm stuck with real-time and real-space and all the insecurities that go with it. On one level, the experience is humbling. I have clumsy hands.  Okay, not entirely.  I can sketch and paint.  But it's not effortless.  It's not as simple as dreaming up an imaginary fantasy land for a novel.  The tactile side of life always feels slower and more prone to mistakes.  And that's why I need to relearn the importance of the five senses. On another level, it's liberating. It's fun.  I forgot the feeling of sliding a letter into an envelope, licking the nasty glue and sliding the note into the mailbox, thus sealing its fate forever.  I forgot what it was like to use an Expo marker, not to illustrate a social studies concept, but to draw a virtual cigar or cup of coffee.I need to live with my hands.  I need to learn to look and to smell and to listen.  I need to remember that life does not happen virtually.  So, do I abandon the online vapor me?  Do I keep away from social media and instead pursue social interaction?It doesn't have to be either/or.  In fact, it shouldn't be either / or.  It is deeply human to pursue the imago, to live in the mind and to dream up fantastical ideas that may, at some point hit the terrestrial terrain before our eyes.  And yet, we are of the land and in the land.  Sometimes I forget that there is more complexity in the dirt between my finger nails than in the entire programing of my iPad.John T. Spencer is a teacher in Phoenix, AZ who blogs at Education Rethink.  He recently finished two books, Pencil Me In, an allegory for educational technology and Drawn Into Danger, a fictional memoir of a superhero. You can connect with him on Twitter @johntspencer

by Mike KaecheleI hate buzz words! I really do. But in education, as in any profession, we use them all of the time. I am guilty of it too, but there is one particular use that I especially hate. The political use of educational buzzwords by reformers and politicians to promote standardization and testing. I hate the current movement focusing on standard curriculum and tests for every student. I have always believed that individual, authentic assessment by professional teachers is the better course. I also believe that when students are doing authentic tasks that really matter that their learning is obvious to anyone who takes the time to talk to them. I have not always felt the ability to express this clearly to others though. Usually the best way is through stories and examples.Then I saw John Hunter's Ted Talk about his World Peace Game. It is a fantastic simulation that is structured but open-ended. The whole video is worth your time but I want to focus on the segment from 14:40-16:55.I love what John Hunter says:       I get chills every time I see that. That's the kind of engagement      we want to have happen. And I can't design that, I can't plan      that, and I can't even test that. But it is self evident       assessment. We know that that is an authentic assessment of       learning. You know we have a lot of data but I think sometimes      we go beyond data with the truth of learning of what is going on. So as much as I hate buzz words I propose a new one to fight against people who say that we need more "data" (test scores) or "common assessments" (test scores) to help improve "student achievement" (test scores): self evident assessment.When students, especially in the PBL model, present authentic work to real audiences the skills and learning are apparent and obvious. I do not hear people asking how teachers are assessing in these situations. On the other hand testing is a great way to assess worksheet dittos and questions from the textbook. Maybe the reason that we have so many politicians and reformers pushing the testing agenda is because too many teachers for too long have not given students the opportunity to engage in activities which produce self evident assessment. I believe as politicians push educators into testing and more testing leading to test prep and more test prep that parents will seek out and demand these type of learning experiences for their children.

   by David Andrade, http://tinyurl.com/edtechguyA couple of weeks ago, CPEP (CT Pre-Engineering Program) held it's annual competition day. CPEP is a pre-engineering program, held after school, that has students working on projects throughout the year and then they compete at the end of the year against the other schools. Projects include Roller Coasters, Maglev vehicles, boats, and more. Students design, build, and then modify their projects throughout the year. This is my third year doing it and every year we have won a few categories. This year we swept the Chess tournament and took 2nd in the Maglev vehicle. CPEP is a great program that teaches students teamwork, problem solving, and applications of math and science.At CPEP day, we had a keynote speaker at the opening ceremony. It was Naveen Selvadurai, one of the founders of Foursquare (He is from Connecticut). In his keynote speech, he talked about his life, how he came to work on Foursqaure and gave some advice to the students on his tips to success. He had stated that he started Foursquare because he felt that the phone in his pocket could do more based on locations and where you were and what was near you.Here are his 5 points (with my notes):Be Curious - look at things and wonder why. Wonder if something can do more. Wonder if you can make something better or different. Ask why? Ask how?Keep Learning - never stop learning. Be a life-long learner. Learn because you are curious. Learn because you want to better yourself. Don't Be Afraid to Fail - no one succeeds on the first try. For every great success, there are hundreds of failures. You learn from your failures and they help you succeed. We should encourage students this way in school also. Be Passionate - be passionate and excited about what you do, no matter what. Why do it if you aren't passionate or don't care. This goes for everything you do, from cleaning your room to doing your work.Keep Good Company - be around people who share your values and beliefs. Be with people who are passionate, curious, and keep learning. Surround yourself with people who will help you succeed, not lead you to failure or troubles. These are great tips and advice and we should share them with our students and colleagues.

by John T. Spencer - A Reflection on the Living Facebook Experiment"We need to do something about cyber bullying," a teacher laments. Note to self: if someone is still using the word "cyber," then he or she probably has a skewed view of social media."I know. It's a real problem. But you know what's worse? Oral and pencil bullying. I've found two notes on the ground where someone was bullied and you wouldn't believe what I heard out in the playground," I point out."Yeah, but Facebook is so public.""And a rumor isn't?""But Facebook is a place where bullying is more prominent. I just don't think kids should be on it.""You know what site has the worst bullying? The cafeteria. That place is rife with bullying. Maybe the kids won't eat. Or maybe they can eat in silence. That would stop the bullying. I mean, you could argue that it's a condition of the heart, but I think we're better off blocking a site instead," I point out.I get it. I wasn't nice. I could have been more diplomatic in the conversation. However, I'm tired of blanket statements about how Facebook is "making us" into something, as if we've become unblinking, unthinking cyborgs who can't figure out a respectful way of using a medium.Throughout this week, I've been surprised by the depth of social interaction on Facebook. Whether it was a meaningful dialogue with former students, an encouraging message from Brad the Philosopher or the often witty and thought-provoking discussions based upon status updates, Facebook felt intimate and meaningful. Social media aren't making us shallow. Instead, each tool provides the potential for depth that is often missing in our urbanized face-to-face interaction.* * *"I bet you're finding that it's deeper in person. You know Facebook makes us shallow," someone tells me.Tell that to the Arab Spring and the pro-democracy protestors who harnessed social media to create a revolution. Or tell that to the people on my social network who are writing some of the most beautiful impromptu eulogies for a curriculum specialist who died two days ago.If Facebook seems shallow, it's because humans can be shallow. If it seems boring, it's because we can be boring, often when we are hiding out of fear. If it's a place of bullying or sarcastic remarks, it's because humanity can be dark. But Facebook is also a place where students thank former teachers for the difference they made and it's a place where we remember a life well lived and it's a place where we rekindle old friendships. If Facebook feels beautiful and broken, it's because humanity is beautiful and broken.True, technology shapes us. No doubt the long attention span of the nineteenth century or the image-obsession of our current age are both formed by the most dominant contemporary media. However, it's more complicated. It's always a reciprocal relationship, where technology shapes our culture and the culture shapes the medium.It is deeply human to use technology in positive ways. It is also deeply human to use technology for destruction (think the nuclear bomb or Jamestown Intervention software). But it is also deeply human to believe the lie that we are either deterministically programmed by the medium or that we can create a techno-dystopia where the medium never has any harmful effects. The bottom line is that our relationship with technology will always be paradoxical in nature.John T. Spencer is a teacher in Phoenix, AZ who blogs at Education Rethink.  He recently finished two books, Pencil Me In, an allegory for educational technology and Drawn Into Danger, a fictional memoir of a superhero. You can connect with him on Twitter @johntspencer

by Noah Geisel My life is such that I attend a fair number of meetings. In recent years, a vogue best practice that has emerged is to start off the agenda with Norms. For the uninitiated, this is the new word for rules. A facilitator could probably explain better than I that norms are not exactly rules as one does not follow nor break norms; norms are simply the behaviors that we collaboratively agree to exhibit. You know the drill: "One person speaks at a time." "All ideas will be heard and respected." My favorite norm (I’m being sincere here!) is one I learned during an ADL World of Difference training: Oops & Ouch.The Oops & Ouch rule, er, norm, is an invaluable tool in groups and meetings. The idea is simple: If I say something that I subsequently wish I could take back, I am encouraged to say, "Oops." Think of it as a verbal Mulligan. A second chance to make a first impression. Likewise, if I am hurt, offended or in any way negatively impacted by something someone else says or does, I let it be known not by screaming, pointing or demanding an immediate letter of resignation but rather respond, "Ouch." Instead of kicking the desktop computer (here, symbolizing our meeting) to the floor in frustration at its refusal to cooperate, this norm allows us to do a calm Control + Alt + Delete and reset relations.An important piece of the Oops and Ouch norm is that we are assuming good intent in others. Even if we can’t assume it, we must give the benefit of the doubt. With this foundation in place, we are empowered to let someone know with a single word that all is not well on the USS Good Meeting cruise ship and that we need to recheck the navigation tools before we steer straight into a dark storm that knocks out power to the freezers and all causes all of the vacationers to get E.coli poisoning at the evening’s Tiki barbecue.But enough with my B-rate analogies. The catalyst to my writing this comes from the bullet-proof tiger of an analogy that is John T. Spencer’s running blog posts on his Living Facebook Experiment. Imagine the more civilized world of digital citizenship in which we would be living if in addition to the "Like" button, Facebook offered us the ability to click "Oops" or "Ouch" on any post. It would be great if our email apps and providers would afford us the same luxury. Who among us would not cherish the opportunity to go back and eat crow with a humble "Oops" declaration? (Though likely none of us more so than this guy)Better yet, allow yourself the fantasy that we all practiced Mr. Spencer’s experiment. This would mean that Living Facebook would include rolling down the window to yell "Ouch" to an inconsiderate driver or saying "Oops" after being informed that it will ALWAYS be too soon to crack Michael Jackson jokes. Best of all would be the fact that instead of thinking you awkward, listeners would know exactly what you were talking about. It is, after all, an experiment in living Facebook, and if there is one norm ubiquitous in most our lives, it is Facebook.

by Mike KaecheleIf you were interested in my previous post about Design as Literacy, here is the TEDxGR talk by Mickey McManus that inspired it. Enjoy!

John T. SpencerBEFORE#1 - Critical ThinkingDescription: Students answer critical thinking questions such as, "Are numbers neutral?" or "When are decimals less accurate than fractions?" The goal here is for students to go deeper into thinking conceptually about the math they use.  For additional ELD support, I've found that definitions work well here as well as digital sentence strips to help scaffold the vocabulary.Grouping: This can work individually or in groups.  One allows for more introspection while the other creates a greater sense of dialogue.Tech Tools:  blog, form, shared document#2 - VocabularyDescription: When introducing new words, I like to have students keep a vocabulary blog, where they can list the vocabulary word, find a picture (either draw one and take a picture of it or find one online), use it in a sentence and then use the labels for synonyms. Later, I have students answer critical thinking questions that require them to use this math language.  Or they can create a short podcast using their vocabulary blog as an additional support.Grouping:  This can work in pairs or small groups, but the blog should be individual.Optional Tech Tools: blog   #3 - Find the Pseudo-ContextDescription: This one works best for older grades.  However, it's a great chance to teach students how to construct quality, realistic word problems.  I show them a sample word problem and have students analyze it with questions such as, "Is this realistic?  Would someone do this in real-life?  Is there a better example you could find?" Grouping:  This works well in the math blog, but also as a discussion question on a class blog or a small group analysis with a shared documentOptional Tech Tools: blog, shared document, Evernote   #4 - Create a MetaphorDescription:  Students develop a metaphor for a particular math concept.  For example, they want to think about division, decimal, percent and fractions being a similar process with a different way of displaying it and thus they use the metaphor of someone who is multilingual or someone who uses the same actions in different sports (different rules, different names, same action).  Students then have to explain their metaphor.   Grouping:  This works well individually or in pairs (if you want the students to compare the metaphors) where you might compile it into one presentationOptional Tech Tools: blog, shared document, drawing, photo editing, podcast, presentation, comic-style photo editing   #5 - Prove ItDescription: I start with a statement and students have to prove whether it is wrong or right.  It might be something like, "There are no vertical lines on a graph."  It then forces them to think through vocabulary like linear equation and function and prove whether my statement is true or false.  I ask them to prove it visually, orally or in written form.Grouping:  This can work well individually or in a small groupOptional Tech Tools:  A shared document or wiki, blog, e-mail (to get quick responses), form, photo with annotation (do it by paper and then use an annotation program to add to it), audio/podcast or video    DURING#6 - Mental MathDescription: Students answer a simple math question and then follow this up by sharing their process.  The goal here is to get them to think through the process and engage in discourse.  I might show them a bill and ask them to find the tip.  As I walk around, I'll hear, "Why would you divide it by five instead of moving it one decimal over and doubling it?"  Grouping:  This should start individually and then move to partners or small groupsOptional Tech Tools: podcast / audio recording, photo and description in a blog or on smaller blogs like Posterous or on Evernote   #7 - Word ProblemsDescription: Students struggle with word problems.  Sometimes this is a vocabulary issue.  Other times, they can't visualize it.  So I have students use a few strategies.  First, they copy the text to a Google Document and highlight it according to the elements of literature (the conflict, the characters, etc.) or using a word problem analysis process (find critical details, take out extraneous details, etc.)Grouping:  individual, pairs or small groupOptional Tech Tools: shared document   #8 - Multimedia InquiryDescription: I might have students look at Google Maps, a photograph I've taken, a video or a few websites and then ask a math-related question based upon what they see.  It might be a snapshot of a batter with the stats below, a jar full of jelly beans or a list of services and prices for Dish Network and Cox Cable.  The goal here is for students to look at a situation and develop a math problem that interests them and fits their level.Grouping:  individual and whole classOptional Tech Tools: blog with response, Posterous, social media (Twitter works well for this one), Evernote   #9 - Concept ConnectionsDescription: Sometimes students struggle to see how various concepts connect.  One non-techie strategy that works is to get them to physically connect the concepts with yarn and a verbal description.  However, a concept map works really well for this, too, because they can change the colors, use multiple arrows and figure out their own style of organizing the information.  Grouping:  individual or partnersOptional Tech Tools: concept map    #10 - Name It, Claim ItDescription: The idea here to get students out into their world and finding examples of their current math concepts.  They can shoot video or take pictures and then annotate it, present it or download it. This works well as a challenge, such as, "See how many acute angles you can find at our school," or "Interview five adults who have used fractions in the last month."  Grouping:  Small group works well for this. Optional Tech Tools: Students can use a photo editing program (such as instagram) label it comic-book style or they could annotate it verbally using presentation or podcast software.  They could also shoot a video and edit it with labels.  ENDING / ASSESSMENT#11 - Life ConnectionsDescription: Similar to number ten above, I might ask students to write or audio-record a reflection about how they see a particular math concept connect to life.  I don't buy into the theory of math for math  sake.  Nor do I want them reaching to far and getting into pseudo-context.  Students need to see that math is around them.  So, I challenge them with something like, "give me an example of a linear relationship in your world."  Grouping:  This can work individually or in groups (to get a higher level of discourse) both orally or on a blogOptional Tech Tools: blog, podcast, shared document, social media (creating a hashtag for it and then seeing the examples)    #12 - ReflectionDescription: Sometimes I ask students to describe a process they used.  Other times, it's simply a description of what they know, don't know and want to know more about. This helps me figure out potential intervention and it helps the students articulate their own strengths and weaknesses.  Grouping:  I prefer to go individual with this one.Optional Tech Tools: blog, podcast, video (to actually show the difficult part visually)   #13 - Student-generated TutorialsDescription: This works best as an enrichment activity.  Students might solve an algorithm and show the steps with a t-chart (hyperlinking the vocabulary).  Or they might show an example and give a verbal tutorial, taking pictures of each step along the way.  Finally, they might show it on the board and video-tape it.   Grouping:  Small group works well here, because it gets the entire group talking about the process and how to communicate itOptional Tech Tools: You can use video, audio, presentation or photo editing software here.   #14 - Self-Assessment Description: Students take a self-assessment of skills once a week in my class.  This doesn't tell me where students are at (that's what authentic assessments are for) but it lets me know how they feel about their learning.  I then meet three students a day and go over the data and their shared document as we plan future math goals. Grouping:  This works well individually. Optional Tech Tools: I use Google Forms for this one.   #15 - Conference DocumentDescription: The conference document is a shared document that has a chart (with the standard written as a student-friendly objective, the progress, my input, student input and any notes), a list of goals and a written record of our one-one-one conferences.     Grouping:  Individual with teacherOptional Tech Tools: shared documentJohn T. Spencer is a teacher in Phoenix, AZ who blogs at Education Rethink.  He recently finished two books, Pencil Me In, an allegory for educational technology and Drawn Into Danger, a fictional memoir of a superhero. You can connect with him on Twitter @johntspencer   

By Shelly Blake-PlockIt's final exam day, so I thought I'd give you a peak into what things looked like in our paperless classroom: we've got kids collaborating, kids making stuff, kids doing tough academic work tied to the real-time web, kids in history class demonstrating the ability to read, write, think, share, and work like a real historian.Here's a copy of the exam. Enjoy.Honors Western CivilizationFinal ExamJune 8, 2011Exam Length: 2 hours and 15 minutes / 30 minute extension availableIn the following exam, you are going to be asked to do the work of a historian. Please read the questions carefully as many of them have multiple parts. If you have any difficulty understand concepts or terms, look them up. In real life, historians have the power of the Internet at their fingertips; so too do you on this exam. Further, there will be sections of this exam that assess your ability to collaborate in real-time over the web. This is an essential part of the real work of the 21st century historian and it is something in which you are going to demonstrate fluency.Lastly, remember that history is as personal as it is public. Think hard about these questions before answering. Don’t just Google yourself into a panic. Use the resources of the Internet History Sourcebook, the BBC History site, National Geographic, the Met Museum, Nova, PBS, Infotrac, Grolier, Biography.com, the Internet Archive, the Library of Congress, the Smithsonian, and all of the resources we have used in class. Also remember to refer back to the Twitter lists we put together during review; they are full of good sources -- but beware the occasional not-so-good source: When using a source, ask yourself, "Would Your Teacher Use This Source?"If you use a source, cite it by in-text citation and noting the source after your response with an APA citation in a mini-bibliography (even of there is only one source) -- this includes pics, maps, etc. Check here to review APA format: http://owl.english.purdue.edu/owl/resource/560/01/Please post all of your answers onto your blog. For Google Maps, please embed them so that I can actually go into your map rather than just look at a screenshot. If you have any computer problems, let me know immediately and get on one of the Macs. Also, it is important to me that I see the breadth of your understanding as well as the depth of specific knowledge, so I will be keeping you to the timed format. I will offer up to a half-hour after the official exam time for anyone who wants to go back and edit or complete any sections from the exam to do so.I trust you will all do your very best work and I looking forward to seeing the results.1. What is History? Get together in groups of five. You will be having a five minute discussion on which way to understand history is best: Linear, Cyclic, Hegelian (thesis + antithesis = synthesis), or Vortex (history goes back and forth through high points and low points). Please create a public TodaysMeet room of your own for you discussion (you will need to come up with a name for your room). Please sign into the chat with your real name; I will be giving you credit based on: your contribution to the chat, the quality of sources you bring into the chat, the quality of your interaction asking and answering questions and dialogue within the chat, the historical and logical accuracy of your chatting, and the quality of your argument and evidence. When complete, post the link to the room on each of your blogs.2. Agricultural Revolution. (appx 15 minutes) This is a three part question: 1) In a one paragraph brief constructed response, explain why the Agricultural Revolution was so important to the development of cities. 2) Create a Google Map showing where the Agricultural Revolution took place and tag the map with a label that explains why the geography of this place was so conducive to the production of stable agriculture. 3) Write a short (two to three paragraph) newspaper article describing a future where the agricultural system has collapsed; think about all of the things in society that would break down.3. Egypt and Greece. (appx 10 minutes) In two or three paragraphs, compare and contrast the Egyptian and Greek views of the Afterlife. For Egypt, here is a copy of the Egyptian Book of the Dead: http://www.sacred-texts.com/egy/ebod/ and here is an excellent article on Greece that I expect you to cite: http://www.metmuseum.org/toah/hd/dbag/hd_dbag.htm4. Herodotus vs. Thucydides. (appx 10 minutes) Please look through the following archive of articles about 9/11: http://topics.nytimes.com/top/reference/timestopics/subjects/s/sept_11_2001/index.html?scp=1-spot&sq=September%2011&st=cse and find one article that seems to approach the topic in the style of Herodotus and one article that approaches the topic in the style of Thucydides. In a two paragraph response, explain specifically why you chose the articles you did and be specific in explaining where you see the style of Herodotus or Thucydides in them. You may discuss via chat with classmates; but no two responses should be the same. I will be coming around during this section to answer questions and help out.5. Rome. (appx 40 minutes) Please write a five paragraph academic essay on the following: "Is it fair to say the United States is the modern day equivalent of the Roman Empire?" Here’s the catch: You must look through http://www.newseum.org/todaysfrontpages/ and find three stories happening today in the world to back up your argument. Things to think about: Republic vs. Empire, the Bad Emperors and the Good Emperors (if you use these, be VERY specific and cite specific events from the lives of the emperors as accounted in Suetonius [see: http://www.fordham.edu/halsall/ancient/suetonius-index.html]), the "Decline and Fall" of the Roman Empire, etc. In your essay, be sure to mention at least three specific examples from Ancient Rome and three specific examples from the newspapers. Cite properly.6. The Third Crusade. (appx 20 minutes) This is a two part question. 1) Work with a partner to create a wiki (make a public wiki at wikispaces.com) promoting Richard’s Crusade. The wiki should have the feel of a political campaign, so you should come up with slogans based on historical writings from http://www.fordham.edu/halsall/sbook1k.html#The Third Crusade and you should include visual material such as historically accurate flags, images, etc. Make sure the wiki is public and then put a link to it on your blog. 2) Then each of you will individually write a two-paragraph op-ed (http://en.wikipedia.org/wiki/Op-ed) from the point-of-view of the Saladin about why the Crusades are unjustified and your vision of how the Jerusalem problem should be handled.7. The Black Death. (appx 10 minutes) Three part question. Major source -- The Decameron: http://www.fordham.edu/halsall/source/boccacio2.html 1) Explain how the Black Death started and what its spread meant for the people of Europe. 2) Imagine you are a Medieval physician. Describe exactly what the Black Death looks like, what it does to a victim, and what techniques you attempt as a physician to either stop it or relieve the sufferer from his or her pain. 3) In a paragraph or two, explain how you think people in contemporary America and people you know would respond if a plague on the scale of the Black Death were to occur.8. Romanesque vs. Gothic (appx 5 minutes) Collect three images of Romanesque cathedrals and three images of Gothic cathedrals from Wikimedia Commons and, in a paragraph or two, explain how the architecture of each represent the differing theologies of the eras.9. Renaissance. (appx 10 minutes) Who do you think best represents the ideal of the "Renaissance Man": Leonardo da Vinci, Michaelangelo, or Shakespeare? In a two to three paragraph response, you will need to define what a "Renaissance Man" is and you will need to find at least three works of art or direct quotes from letters, poems, plays, etc. to support your claims.10. Bringing it all Together (appx 5 minutes) Free response: Do you feel like you learned something this semester?

By Shelly Blake-PlockI asked my 9th graders if they felt like they'd learned anything this year. This response was the one that made me tear up:"This way of learning made me learn it for myself my own way. It may have been difficult at first, but I have grown accustomed to it.... I have learned about myself and what I can do when I put my mind to it. Finally, I think that most importantly I learned that I can like to learn."Talk to your kids. They've got a lot to teach you.- Posted using BlogPress from my iPad