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The State Bar of Texas’ OYEZ, OYEZ, OH YAY! is a supplemental open-educational resource (OER) that supports social studies instruction for grade 8 and high school students. Instruction focuses on the landmark court decisions that have shaped the nation’s laws and history. The online program provides instructional materials for each of the court cases addressed in the U.S. History TEKS for grade 8 and 11 and U.S. government at grade 12 (e.g., Marbury v. Madison). Learning List has completed reviews of these resources. Content focuses on civics and the importance of engaged citizenship and the judicial systems at the state and federal levels. Instruction is centered on a short video (about 15 minutes) for each case. Videos include an engaging host who provides the historical context for each case and background information about key figures. Videos contain commentary from university professors, attorneys, historians, and constitutional law experts, as well as illustrations, artwork, and photographs of important events and key figures in each case. Resources include downloadable teaching guides and case summaries, overviews of legal issues, and summaries of court decisions. About the State Bar of Texas' LRE Department* The State Bar of Texas' Law-Related Education Department has created Oyez, Oyez, Oh Yay! , an engaging and interactive site geared toward helping students (and their teachers) explore the court decisions that have helped shape our country and the state of Texas — and, most important, how these decisions have affected our everyday lives. What Does "Oyez, Oyez, Oyez" mean? "Oyez" is primarily pronounced "o-yay," although sometimes as "o-yez" or "o-yes." It is used three times in succession to introduce the opening of a court of law, especially the U.S. Supreme Court. Word origin is Middle English and descends from the Anglo-Norman "oyez," the plural imperative form of "oyer" ("to hear"). Thus, it means "hear ye" – a common call for silence or attention in medieval England. *The content in this section is provided by or adapted from the State Bar of Texas. © 2015 Learning List

Learning List will be presenting a session titled "Unpacking the Standards in the Transformative Classroom"  at the Texas ASCD's Ignite15 conference at the Irving Convention Center - 10:30AM today in the Junior Ballroom A1. The session will discuss how to "Use your Instructional Materials Instructionally." Tasha Barker, Director of Alignment at Learning List and Texas ASCD Board of Governors, will be c0-presenting with Jackie Lain, President of Learning List . Texas ASCD's Ignite 15 is a 3-day event that offers K-12 educators and administrators the opportunity to network with and learn from internationally recognized presenters in hands-on groundbreaking sessions designed to transform curriculum with technology integration. This conference and its focus on digital learning will give you the spark you need to develop innovative plans to implement at your school or district. Click here for a digital schedule of other sessions and events at Ignite15.

This week, Ed Week Teacher had a great article explaining “3 Things You Can Do This Summer to Be a Better Teacher in the Fall.” The second point the article makes is “Read, Reflect, Plan,” with an emphasis on the importance of planning. In that regard, the article suggests: Map out your school year with a month-by-month instructional plan. Framing your monthly goals will help you to launch an organized year of learning and teaching. Identify the resources you will need and make a list so you can begin to gather what you need over the summer. Learning List helps teachers streamline their planning and make their instruction more effective. In order to succeed academically, students must learn the knowledge and skills the state’s standards require. With so many standards and so little class time, teachers have to be instructionally efficient. One way to be instructionally efficient is to use only the portions of your instructional materials that are truly aligned to the standards. For each material, Learning List’s reviews the citations listed in the publisher’s correlation for alignment to the three c’s of each standard: content , context and cognitive demand . The alignment report lists the citations Learning List found to be aligned to each standard, as well as the citations found not to be aligned, along with a Reviewer’s Comment explaining which of the three c’s each non-aligned citation failed to address. By referencing Learning List’s alignment reports when creating lesson plans, teachers can easily identify the citations that will teach students what the standards require them to learn, thus saving teachers hours of work both during the summer and the school year. One last point, if your district subscribes to Learning List, and we have not yet reviewed the materials you are planning to use next fall, simply Request a Review . Let us work for you. Teachers, we hope you enjoy your summer! You’ve certainly earned it.

Cosenza & Associates’ STAAR Mission Math is a supplemental, accelerated program to help students master the TEKS and prepare for STAAR math exams in grades K-12. The online program includes printable resources and supports instruction in blended learning environments. Learning List recently reviewed STAAR Mission Math products for grades K-8 and Algebra I. At each grade of these grade levels, STAAR Mission Math provides sets of lessons that support students in mastering specific TEKS and preparing for standardized tests. Lessons are organized using the 5E instructional model (i.e., Engage, Explore, Explain, Elaborate, Evaluate) and include videos, activity sheets, hands-on activities, and opportunities for formative and summative assessment. Instruction incorporates multiple representations of concepts and math journals in which students keep track of new vocabulary, record their conclusions, and reflect on what they have learned. Teacher resources include a downloadable one-page lesson plan for each lesson, blackline masters of student handouts, and answer keys. Lesson plans include an overview, links to the relevant TEKS, and step-by-step guidance in implementing the 5E lesson cycle, including steps to prepare the lesson and discussion questions.   About Cosenza & Associates* Cosenza & Associates, LLC , was founded in 2010 by Gary Cosenza and Dr. Paul Gray. They founded the company in order to provide a better organizational structure for putting their expertise to work for schools and districts across Texas and around the nation. What is STAAR Mission™ ? STAAR Mission™ is a flexible, condensed curriculum for Grades K-12 Mathematics, Algebra 1, Geometry, and Algebra 2. Based on the 5E instructional model, STAAR Mission™ lessons are teacher tools that harness the power of multimedia, including engaging audio and video documents, to deliver instruction that reinforces conceptual understanding so that students can become proficient with important skills. STAAR Mission™ lessons emphasize succinct, tailored instruction centered around students' use of a daily math journal. Each lesson includes high-yield strategies cited by Marzano, Pickering, and Pollock (2001) such as summarizing, using graphic organizers, and note-taking. Lessons also include hands-on activities, digital and printable activity masters, and detailed teacher directions. Visit the STAAR Mission™ website , to learn more about how STAAR Mission can help make students successful! *The content in this section is provided by or adapted from  Cosenza & Associates . © 2015 Learning List

Jarrett Publishing’s Mastering the TEKS in World History is a supplemental test preparation program for world history available in print format. Resources provide complete coverage of the high school world history TEKS. Instruction addresses world history from the establishment of the first human civilizations through the present day with a focus on key vocabulary, important concepts (e.g., human rights), and historical figures. Learning List recently published an editorial review and alignment report for this book. The book’s introduction provides a rationale for studying world history and an overview of resources and how to use them to master the TEKS. The first unit addresses test-taking, social studies, and problem-solving skills. Subsequent units cover world history from the development of early civilizations to the present day. Most chapters include practice questions formatted to reflect the STAAR end-of course exam in U.S. History (students will take this test in a later grade). The final chapter is a cumulative practice test. Each practice question references the specific world history TEKS assessed. About Jarrett Publishing Company* Founded in 1989, Jarrett Publishing Company is renowned among leading educators for its wide range of products. Each of their publications is carefully tailored to match state learning standards, to provide the thorough content review, to incorporate the latest educational research on learning styles, and to include the most authentic test practice questions available. With these ingredients, Jarrett Publishing strives to improve students' learning and results. *The content in this section is provided by or adapted from Jarrett Publishing . © 2015 Learning List

As Texas districts prepare for the 2015-2016 school year, we analyzed the IMA purchasing data* to identify trends that could offer valuable insights for districts and publishers alike. Take a look a this infographic (click here to download the PDF version or here for a high-resolution PNG file) to see: State-adopted vs. non-state adopted products purchased (by amount spent and by number of products purchased) Price Variance for High School Math Products (cost/student) Price Variance of Social Studies Products (cost/student) Top High School Math Publishers (by dollars spent) Top Social Studies Publishers (by dollars spent) Top Publishers for all IM Purchased  (by dollars spent) Conclusion : Districts are buying more non-adopted products than ever before, but spending more on state-adopted products. Product prices vary significantly within a grade and subject, even for products with similar alignment percentages. Smaller publishers are gaining market share in each of the subjects adopted, as more online products are being purchased. With reviews for well over 850 instructional materials from more than 85 publishers, Learning List makes comparison shopping easier to save districts significant time and money and help educators select the products that will best meet their students' needs.   List of Statistics What Products Are Districts Buying? (By Quantity) 57% = Non-state-adopted 43% = state-adopted How Much $ Districts Spent 75% = state- adopted 25% = non-state adopted Price Variance in High School Math Products Geometry: $43 - $140/student (max. is over 3X price) - 8yr. Print and Online Algebra: $59 - $103/student (max. is 74% higher) - 8yr. Print and Online Price Variance in Social Studies Products World History: $52 - $108/student (> 2X price) - 8Yr. Print and Online Top Math IMs $ Purchased By Publisher Big Ideas Learning College Board Pearson McGraw-Hill HMH Cengage Learning Math Learning Center AQR BFW Mentoring Minds (Top 5 are 85% of all purchases.) Top Social Studies IM$ Purchased By Publisher Pearson McGraw Hill HMH Studies Weekly Cengage Teacher Created Materials Firelight Books Ramsey Solutions UT Permian Basin Scholastic (Top 5 are 99% of all purchases.) Top IM Purchases for ALL IMs by Publisher Pearson McGraw Hill HMH Big Ideas Learning College Board Zaner-Bloser Cengage Learning Learning.com Quaver Music Studies Weekly (Top 5 are 72% of all purchases.) * Data Source: TEA Instructional Materials Allotment Expenditures (May 2015) © 2015 Learning List

Discovery Education’s Math Techbook for Texas provides comprehensive, web-based Algebra I, Geometry, and Algebra II courses aligned to the Texas Essential Knowledge and Skills (TEKS). The multimodal program includes a range of digital resources, including interactive learning experiences, embedded videos, animations, and hands-on explorations. Instruction connects mathematics to students’ interests, including careers. Learning List recently completed reviews for the Algebra I, Geometry and Algebra II courses. Content is organized in units that address sets of related concepts. Units begin with a short video that introduces new content in the context of real-world applications and careers. Course videos include closed captioning and transcripts. Each concept is presented using the “Discover, Practice, and Apply” (DPA) lesson cycle: Discover provides a framework for direct instruction and teacher-supported guided practice. Content includes sets of “Investigations” that introduce new concepts using text, video, and interactive learning experiences. Practice focuses on developing fluency through “Coach” and “Play” activities. Apply activities present challenging, real-world problems (e.g., use linear equations to identify the “real” age of different dogs based on the varying life expectancies of particular breeds). Techbooks aggregate a diverse set of interactive, multimedia tools in a single digital platform. The program’s user interface is intuitive and easy-to-use. Content for both teachers and students is explicitly organized in terms of the DPA model and is searchable by keyword, standard, and search filters. Click here  to request a preview from Discovery Education. About Discovery* Discovery Education transforms classrooms, empowers teachers and captivates students by leading the way in providing high quality, dynamic, digital content to school districts large and small, rural and suburban and everything in between. Discovery Education courses are designed to accelerate student achievement in each district by capturing the minds and imaginations of students with the fascination of Discovery, tapping into students' natural curiosity and desire to learn. Discovery Education offers a portfolio of opportunities for districts to meet students where they want to learn in the digital age. With award-winning digital content, interactive lessons, real time assessment, virtual experiences with some of Discovery's greatest talent, classroom contests & challenges, professional development and more — Discovery helps to lead the way in transforming classrooms and inspiring learning. Click here for more information about Discovery Education. * The content in this section is provided by or adapted from Discovery Education. © 2015 Learning List

It’s axiomatic: students can’t learn what they are not being taught. As the song (above) suggests, if your instructional materials (IMs) are not well aligned to the state’s standards, your students’ test scores will likely reflect it. Here’s why: - Studies have shown that teachers rely on their IMs for 80% of their curriculum. They expect that the IMs their district has purchased are aligned to the standards. - If the IMs are not aligned to 100% of the standards and teachers don’t know where the deficits are, they will not adjust their instruction (with supplemental materials and/or instructional strategies) to make up for the materials’ deficits. - If students are not taught the knowledge and skills the standards require them to know, they won’t ace the state tests. - Teachers, campuses and districts are evaluated based on their students’ performance. Bottom line : If your students have underperformed on a standard or group of standards, the first step to remediating the problem is to examine the alignment of your instructional materials. A simple way to improve your students’ test scores is to go through this analysis: Step 1 : Are the IMs your teachers are using aligned to those standards? If the IMs are not aligned to those standards, your teachers should either (a) incorporate into their lesson plans supplemental resources that are aligned to that/those standard(s); or (b) adjust their instructional strategies (e.g,, questioning) to make up for the deficit(s) in the material’s coverage of the standards. Step 2 : If the material is aligned to those standards, you must determine whether all of the citations for that/those standard are aligned or whether there are some citations that are not aligned. If some citations are not aligned and your teachers assigned the non-aligned citations , students were not being taught everything those standards require them to know; thus, they did not master the test questions covering those standards. Bottom line : The degree to which your instructional materials are aligned will likely be reflected in your students’ test results. If your district subscribes to Learning List , our alignment reports make this analysis easy. Under Training Resources , see the step-by-step guidance on “Analyzing your Test Results.” If you want to set your students (and teachers) up for success, make sure the materials you are using (either individually or in the aggregate) are aligned to each standard. If you use a product series that spans multiple grade levels, you need to review the alignment of the product at each grade level because the alignment may vary greatly from grade level to grade level. The “hip bone’s connected to the thigh bone, the thigh bone’s connected to the ….” Your instructional materials will impact your students’ and teachers’ success.

National Teachers' Day is a special day to recognize and show appreciation to teachers in the USA for their extraordinary contributions to education and development. Let's celebrate and honor them for their special contributions throughout Teachers' Appreciation Week (May 4-8). Share this  Infographic  with others; more details and active links are included below the image: 4 Popular Twitter Hashtags #ThankaTeacher #Iwishmyteacherknew #Iwishmystudentsknew #PraiseforPeeples 3 Empowering and Inspiring Videos A Letter to the Future  What's Stopping You From Achieving Your Goals? The Science of Happiness  3 Popular Facebook Sites NEA Today : The National Education Association (NEA), the nation's largest professional employee organization, is committed to advancing the cause of public education. NEA's 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States (source: NEA} We Are Teachers : WeAreTeachers celebrates educators with classroom ideas, "helpline" advice, inspiration and laughs every day. Why? Because teachers are AWESOME! (source: We Are Teachers) Mind Shift : Exploring the future of learning in all its dimensions - covering cultural and technology trends, groundbreaking research, and innovations in education. (source: Mind Shift) 4 Ways to Celebrate Host a mini class party for class teachers. Make an Award or Artwork for your Teacher Hang banners on classroom doors as decoration and sign of gratitude. Write a personal "Thank You" note or card to your teachers. Famous Teacher Quotes The dream begins, most of the time, with a teacher who believes in you, who tugs and pushes and leads you on to the next plateau, sometimes poking you with a sharp stick called truth. - Dan Rather If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people. – Chinese Proverb Teach the children so it will not be necessary to teach the adults. – Abraham Lincoln What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child. -George Bernard Shaw If someone is going down the wrong road, he doesn’t need motivation to speed him up. What he needs is education to turn him around. – Jim Rohn Tell me and I forget. Teach me and I remember. Involve me and I learn. – Benjamin Franklin The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education. – Martin Luther King, Jr. What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child. -  George Bernard Shaw © 2015 Learning List

ORIGO Stepping Stones  is a comprehensive, mathematics curriculum for grades K-5 available in English and Spanish. It provides a conceptual approach to math instruction using digital and print resources. The module-based program aligns with the Common Core State Standards ( CCSS ) and the Texas Essential Knowledge and Skills ( TEKS ). Embedded videos provide teachers with on-time professional development in the content base and pedagogy needed to effectively address standards in classroom instruction. In addition, lessons include step-by-step guidance for teachers and explicit links to the relevant standards Learning List has verified that Stepping Stones is aligned to 100% of the Common Core math standards in grades K-5, and with newly developed content , is aligned to 100% of the TEKS in grades 1-5, as well. Submitted for state adoption in Texas as part of Proclamation 2014, the Stepping Stones was found to be less than 100% aligned in each grade level. The publisher subsequently developed new content in both English and Spanish to address the unmet TEKS and submitted that content to Learning List for review. Learning List has verified that the new content aligned to each of the initially unmet TEKS in grades 1-5. Thus, Stepping Stones is aligned to 100% of the TEKS in grades 1-5 and 97% aligned in Kindergarten. Stepping Stones teaches elementary math using real world problems and reinforces learning through visual models and games. Lessons combine discussion and examples to provide comprehensive, differentiated instruction with clear links to standards. The program scaffolds instruction, frequently revisiting content from earlier modules and grade levels. Instruction includes cross-curricular connections that link math to other subject areas, including social studies, science, and language arts. Online resources, including manipulatives, interactive tools, and games, allow students to practice skills through meaningful and engaging activities. Multiple representations of content ensure instruction addresses differences in students’ learning styles. About ORIGO* ORIGO was established in 1997 when co-founders James Burnett and Dr Calvin Irons identified the need to meet a growing demand for professional development in mathematics. With the vision of making a positive contribution to children's education, James and Cal began writing and producing mathematics resources from a makeshift office in James' home. Today, ORIGO provides a complete education solution to its customers by combining an innovative range of mathematics products with quality professional learning services. Originally trading as Prime Education, in 2002 the company name was changed to ORIGO – Latin for "original" or "the source" – reflecting their commitment to ORIGO becoming the premier source of inspiration for math teachers. Their product range illustrates this commitment, with a diverse selection of creative products that bring a renewed enthusiasm to students' learning experience. ORIGO covers all facets of elementary mathematics education: from traditional printed products to digital interactive resources and professional learning.  ORIGO Stepping Stones  delivers a world-class mathematics program that seamlessly blends digital and print resources. ORIGO demonstrates a commitment to excellence by creating products that inspire and empower teachers & students. ORIGO provides mathematical resources and professional learning to educators throughout the world. National headquarters is based in St. Charles, Missouri, and provides customers with quality service, support and resources. *The content in this section is provided by or adapted from ORIGO Education . © 2015 Learning List

Over the last several weeks, several curriculum directors have called to ask what information they should take to the school board about the materials they are proposing for local adoption. The same question has been posted on regional instructional materials list serves. Districts that have posted responses generally state that they provide their board with the following information: (1) Information about the district’s local adoption process; (2) An inventory of the materials recommended for adoption, including: Product title; Publisher; ISBN; and alignment percentage; and (3) The TEKS Certification form That information will generally not be sufficient to legally support the board and superintendent’s certification of the district’s compliance with the 100% Rule. Why? Texas law provides: (1) School boards are legally responsible for selecting instructional materials. (Texas Education Code (TEC) § 31.104(a)) (2) State-adopted materials are not necessarily aligned to 100% of the TEKS. Materials are eligible for state adoption if they cover at least 50% of the TEKS for the grade and subject. (TEC§ 31.023) (3) The board president and superintendent have a legal responsibility to certify annually to the SBOE and the commissioner that the district provides each student with instructional materials that cover 100% of the TEKS for each grade and subject in the required curriculum , except physical education. Both state-adopted and non-state adopted materials may be considered for that certification. The entire board must ratify the certification in an open meeting; thus, the legal duty for compliance with the 100% rule applies to the whole board, not just the board president. The commissioner may require districts to submit supporting documentation describing the instructional materials on which the certification is based. (TEC § 31.104(a), 19 Texas Administrative Code § 66.1305) Since the commissioner may ask for documentation to support the superintendent/board’s TEKS certification (i.e., to prove that the district’s materials are aligned to 100% of the TEKS for each grade and subject in the required curriculum, except PE), district staff would be prudent to provide the board with an alignment report or evidence that the district can access the alignment report for each material submitted for local adoption, especially all non-adopted materials (including supplemental materials) and state-adopted materials that are aligned to less than 100% of the TEKS. How can districts access the alignment reports for an instructional material? State-adopted materials: The state develops an independent alignment report for each material that goes through the state adoption process. The report provides the alignment percentage for the Teacher and Student editions and lists the citations (e.g., page or unit numbers, or lesson titles) that the state panel reviewed for alignment to each TEKS breakout . Each alignment report is over 100 pages. TEA does not publish the reports for state adopted materials , but any district can request a copy through a public information request (PIR). Alternatively, districts that subscribe to Learning List have immediate, online access to the state alignment report for every state-adopted product in the four core subjects. State-adopted materials that are 100% aligned : If the district’s staff is recommending a state-adopted product that is aligned to 100% of the TEKS, then it is probably not necessary to provide a copy of the alignment report to the board. State-adopted materials that are less than 100% aligned : If however, staff is recommending adoption of a state-adopted material that is less than 100% aligned, the district should provide the board with the state alignment report (or evidence that the staff has it). The reason is: if a material is less than 100% aligned, the district is going to have to use one or more supplemental resources (e.g., apps, lesson plans, other instructional materials) to fill in the gaps, so that in the aggregate , the district’s resources align to 100% of the TEKS for the grade/subject. Non-state adopted and open educational resources (OERs) materials: Just as for state-adopted materials that are less than 100% aligned, district staff should provide the board with an alignment report for each non-state adopted (comprehensive or supplemental) and OER being recommended for local adoption. Districts may be able to get an alignment report from the publisher, may develop their own alignment report or can subscribe to Learning List for access to alignment reports for over 850 materials, including state-adopted and non-adopted materials and OERs. What Other Product Might Be Useful to the Board? In addition, district staff can use Learning List’s “Comparison” tool to create a dashboard of critical information about materials being recommended for local adoption in any of the four core subjects. The dashboard includes a description of the product, the price, technology requirements (for online materials), a summary of Learning List’s review of the product and a link to either the state alignment report (for state-adopted products) or Learning List’s alignment report (for non-adopted materials). The dashboard is customizable; district staff can delete or add information they want to share with their board. The comparison tool can be used to create a dashboard for a single product or up to three products at a time, if staff wants to show the board which materials were compared in the selection process. Guidance on how to create a data dashboard to take the board is available under the Help section on the site. Board members are ultimately responsible for the materials their districts adopt. They are legally responsible for ensuring that all students receive instructional materials that will help teach them the knowledge and skills the state standards require them to learn. Board members are politically responsible to their community to ensure that the district is selecting high quality materials with the supports necessary to help their students and teachers achieve success. When considering which information to provide to the board, district staff should provide board members with the information they will need to uphold their duty to their students, to the state, to their voters.

Born in Chicago on April 22, 1902, Ralph W. Tyler was a visionary educator and a leading proponent of student-centered learning. His seminal work “Basic Principles of Curriculum and Instruction” was a best seller when it was published in 1949, and it continues to influence curriculum development to this day. In it, Tyler lays out what has come to be known as “Tyler’s Rationale,” which asserts that effective instruction is organized around four basic questions: What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can purposes be organized? How can we determine whether these purposes are being attained? “Basic Principles” also introduced the concept of student-centered instruction, establishing that “learning takes place through the active behavior of the student; it is what he does that he learns, not what the teacher does (p. 63).” Tyler worked with the Truman, Eisenhower, and Johnson administrations to shape the nation’s education policy, contributing to the development of the Elementary and Secondary Education Act in 1965. At the request of the Carnegie Corporation, he chaired a committee that developed the National Assessment of Educational Progress, or NAEP, in 1967. At the time, the introduction of a national test was controversial. It ignited fears of a federal takeover of education and unfair comparisons of students and schools. However, Tyler insisted that NAEP would not produce scores for individual students and schools. Instead results would be disaggregated across students’ demographic characteristics. Today, NAEP is known as the “ Nation’s Report Card ” and it remains the most reliable national data on student achievement. About NAEP The National Assessment of Educational Progress (NAEP) is the largest nationally representativ​e and continuing assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in  mathematics , reading ,  science ,  writing ,  the arts ,  civics , economics ,  geography ,  U.S. history , and beginning in 2014, in  Technology and Engineering Literacy​  (TEL). Since NAEP assessments are administered uniformly using the same sets of test booklets across the nation, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear p​icture of student academic progress over time. As NAEP moves into computer-based assessments, the assessment administration will remain uniform continuing the importance of NAEP as a common metric. Read more about the  future of the NAEP assessment . here=">here" to="to" subscribe="subscribe" the="the" Learning="Learning" List="List" blog.="blog.">