Hello, Students!
Welcome to the Strategies for Motivating Students blog. Please post your Module 7 assignment to the blog by clicking the icon to reply to this message. Your Module 7 submission is a reflection of your CLC team's project. Once you submit to the blog, feel free to read other's assignments and post your reflections to the classroom drop box. A blog is a great way to read other's assignments and a great venue to respond.
Thanks, everyone!
Hello everyone! I'm new to blogging (is that even a word). It looks really cool! This should be fun.
ReplyDeleteHi Team Purple,
ReplyDeleteI am hoping I am blogging in the right place. This is a test run.
Carol Henn
Hi Carol! I spent all morning putting a blog in an old class of Sharie's! I think I have now connected my blog to this one. If you click on my picture (I am holding a little boy, my sister's grandson)then you can click on my link under blogger and you will see MODULE 7. I thought we had to answer all the questions. Geez am I making this difficult or what? Sharie you were right, there was a block that was stopping me from getting on the right blog. I am happy to say I am here:)
ReplyDeleteHi Cindi,
ReplyDeleteI am having trouble getting my picture on "followers". I save the profile as a default but no luck. I too answered ALL the questions but have not posted module 7 yet.
Carol
Hey class! This is Kimberly Fuller. I hope that I set up my Blog correctly to connect with this one. We shall see.
ReplyDeleteKim
Yea it worked. The picture is of me and my new grandbaby, Trinity Grace. She has been a joy in my for 2 months!
ReplyDeleteI am Kimberly Fuller. I teach 7th grade Reading and English and Gifted and Talented for 7th and 8th grades. I have been a teacher for 7 years, but I have been working for the school in some capacity for 20 years!
Our surveys were very informative. We gathered some from Scholastic, NCES, blogs, and journal articles. Overall, we found that ebooks may be the new thing, but most people still prefer to have a hard copy of the book. However, most students feel that in 10 years they will be reading most texts digitally. More children read for fun than I expected, and out of those students that read for fun, 80% of them like to choose their own books. Mom's are the number one suggesters of books. I thought that it would be teachers. The same genres are still popular today: mystery, fantasy, adventure, and true stories. Families are not reading to their children at a young age as they should be. It is hurting the children academically. There were many places that offer after school reading programs. Most of them had surveys. Overall, parents were pleased with the programs that were offered and saw that the programs helped their children. I was surprised at the number of student initiated surveys that were online. I thought that it was really cool that students are interested in the reading habits of today's children.
Hello, Me AGAIN! I have posted my Blog assignment for comments! Have fun!
ReplyDeleteWhat a beautiful photograph, Kim! My favorite part about the blog assignment is seeing all of the student pictures. Glad that you found us!
ReplyDeleteAs you find and join the blog, please copy and paste your Module 7 Individual assignment into the 'Post a Comment' section. This will be a brief reflection of your team assignment. Thanks, class. Happy Monday.
ReplyDeleteSharie,
ReplyDeleteThanks! Your picture was very sweet, too. Little girls are so much fun! My daughter was a girly girl from day one. Thanks for all of your assistance today. I will be out of town, but if you need me, my number is 254-246-4197 (cell). Have a wonderful week! One more to go!!!
Kim
I am having trouble getting a picture up on my profile. It keeps saying the pictures are too large. Any suggestions?
ReplyDeleteOur CLC team surveyed attitudes toward literacy at home, reading habits at home, motivational factors, technology effects of reading, and how much student’s leisure time was spent in reading and what were the student’s particular preferences in reading material. We found that literacy at home contributes to a child’s positive attitude about reading, a belief that reading is important, and a higher self-concept as a reader (Nickoli 2004). Our survey also indicated that reading ability is positively correlated with the extent to which students read recreationally (Young, Smith, Choy, Bae & Alsalm, 1997). The reading motivation survey showed motivation increased from first grade and slightly tapers off in second grade, and that girls possess a more positive attitude toward reading than boys (Askov & Fischbach, 1973; McKenna et al., Parker & Paradis, 1983; Rea et al., in press), but the most important finding showed school had the greatest effect on motivation (Mazzoni). The National Literacy Trust said that a child's access to books has a direct effect on their reading capability and that students are more likely to have a hand held video game than a book. Finally what student’s read today is similar to what children read years ago and not surprisingly two inventories indicated that children who possess books, visit libraries, are read to, and discuss books with family and friends have a positive attitude about reading.
ReplyDeleteHello All!
ReplyDeleteI have tried to add a picture, but it will not let me. :)
I teach 7th grade Adv. Language Arts to Advanced and Gifted students. Many educators operate under the misconception that if one teaches the academically talented and or gifted, one doesn't need motivational tools. This is a false statement. These students have same needs as those that are stuggling. They just manifest themselves differently. I use reward systems, shout out walls and our school holds a carnival as a reward for reading during the year.
One of the things my team found while doing our research is the misconceptions students ahv about their peers and their reading preferences. One study showed that while students enjoyed reading, they felt their friends and classmates did not enjoy reading. As reading is a personal affair, it was interesting to see the effect of students' perceptions of their peers effected classroom performance.
Team Orange: Overview of Reading Survey Study
ReplyDeleteIn an attempt to motivate students to read and promote literacy as a life-long process, some educators have lost focus on the most valuable resource in this battle, the students. Surveys and studies among students can provide valuable information to educators as a whole. A study of various student surveys has provided quite usable insight in the war of words.
In order to effectively teach reading that meets the needs of our diverse student populations we must see the whole reading process. As long as we see the literacy lion in tunnel vision, we will be hampered in our ability to provide different kinds of learners with the experiences they need (Armstrong, 2004).
One effective way of removing the blinders is reading surveys of the students we serve. All of these studies indicate that outside factors as well as internal factors impact students’ attitudes and therefore success in literacy. Each survey, as in each classroom, held unique results. Ultimately, surveys are a great way for educators to get a pulse on the students they serve. For once an educator can understand the individual students, then she may reach them. Reading is personal in nature. Even in the classroom setting, with Read Aloud, Round Robin Reading and SSR, one can only hypothesize on a student’s reasoning behind their performance. Some students hide their achievements and skill because they feel reading is not popular. Some students may be insulted by a reward system of reading. Some students are reacting to boredom based on selection or ‘forced reading time.’ Many factors coalesce to make students who they are and therefore educators must gather all the information they can to effectively motivate and enlighten students, to create life-long readers and promote literacy.
I find Cindi's post very interesting. It shows that literacy in the home as well as access to books and motivational tools effect a student's interest in reading. We all have an impact on our students' lives and attitudes towards reading. It is great to see studies that prove that.
ReplyDeleteHello, class!
ReplyDeleteThank you for posting your comments related to reading surveys. I see that promoting life-long literacy is vital for the benefit of our students. I hope this course has inspired you to be instrumental in your students' lives. Being a reading educator is compared to a gift-giver, in my mind. Gifts of material wealth do not compare to the gift of reading skills and the love of reading. I admire the work that all of you do and your desire to improve as educators. I know that the road to his master's program will be paved with beautiful scenery, potholes, and an occassional bump in the road. Keep looking forward for your students and yourself!
Hello All!
ReplyDeleteThis is all new to me as well. It is so nice to see your pictures. I also had problems getting a picture posted on my profile.
I have found several author's books to be very motivational for my first grade students. Judy Schachner's Skippyjon Jones books are always a hit with my students. These funny books about a simese cat who thinks he is a chihuahua gets the laughter rolling and the pages turning every time. As well, my students really enjoy Ted Arnold's Fly Guy books. These easy reader books are full of fun slapstick humor that I see my six year olds return to time and time again. David Shannon's books from the popular slightly autobiographical books about David, to Good Boy, Fergus are also very popular selections. Another author my students really enjoy are the books by Mo Williams. Both the well known Piegeon books, as well as the Elephant and Piggy books are favorites with my students. Many of these books are appropriate for the reading level of my students, and others though challenging I see children revisit again and again because they are so motivational.
ReplyDeleteI LOVE Skippyjon Jones!! Skippyjon Jones books are my favorite and I love reading them to my students and my own kids. I love hearing kids laugh during the books.
ReplyDeleteI teach 2nd grade at Quail Valley Elementary in Menifee, CA. The community I teach in is predominantly Hispanic and most families are of low socioeconomic status. Maybe because of the students I have, I am a little surprised to see the results of our survey. I would have guessed that more kids would have said they did not like to read. Only 23% of the kids surveyed said they did not like to read. The students I have had in the last 4 years seem to only read if they are made to read and some not even then. They seem to prefer video games and TV to books.
ReplyDeleteMy students are usually in developmental stage 1 or 2 of reading acquisition. I usually have a wide range of reading levels because of language ability, exposure to books, or parents level of education (some of my students’ parents haven’t finished elementary school and don’t speak English). The low readers I get are still working on phonemic awareness while some of my high readers are already developing fluency and building vocabulary. Most of the students I get are still “learning to read” and not yet “reading to learn” (Grand Canyon University, p. 1). I like having high readers to model for the low readers and model how a good reader thinks while reading.
Module #7
ReplyDeleteBy: Carol Henn
Reflections of Team Purple Surveys
I teach sixth grade science and reading in Orlando, Florida. Our surveys were very interesting. Survey # 1 indicated that 73% owned a book and 86% owned a cell phone for children between the ages of seven and 16. I think technology is here to stay and incorporating reading with computers (example: ebooks) is the way of the future. Survey #2 suggested that pleasure reading was critical to establishing good life long reading habits. I think reading for pleasure should occur daily and as young as possible as reading and writing habits seem to be established before students reach the first year in junior high. Survey #3 researched the strongest motivation for reading. The survey results identified that school, specifically first grade, was the most common and frequent motivator. I think it is ideal for parents to establish daily reading time long before a child starts first grade. Survey #4 indicated that children who possess books, visit libraries, are read to, and discuss books with family and friends have a positive attitude about reading. Certainly the home literacy environment is the biggest factor in molding reading attitudes and of course poor attitudes are the result when reading is not encouraged. The result of survey #5 showed the most popular reading materials were magazines, novels, and comics and the least popular were technical manuals, plays and newspapers. Ninth graders had a greater interest in magazines than sixth graders and girls showed a more significant interest in poems than boys. I think identifying reading interest is critical to overall literacy education.
Response to syllabus questions.
1. What Stages of Development my students are in?
I teach 6th grade students and in Florida, 6th grade is middle school. The average student is approaching adolescence. Generally my students are beginning to assert themselves and are curious and awkward. The boys are physically exuberant, restless, and want to socialize. They are competitive and enjoy teasing each other. The girls and boys are moody and easily frustrated. They all tend to enjoy a silly senses of humor.
Both boys and girls at this age require direction as they transition through physical and emotional changes. I try to support them all as they work on interpersonal skills and deal with peer pressure. One issue that is always prevalent at this age is taking responsibility for their behavior and decisions. Consequences are a big part of our daily routine.
Module #7
ReplyDeleteBy: Carol Henn
Reflections of Team Purple Surveys
I teach sixth grade science and reading in Orlando, Florida. Our surveys were very interesting. Survey # 1 indicated that 73% owned a book and 86% owned a cell phone for children between the ages of seven and 16. I think technology is here to stay and incorporating reading with computers (example: ebooks) is the way of the future. Survey #2 suggested that pleasure reading was critical to establishing good life long reading habits. I think reading for pleasure should occur daily and as young as possible as reading and writing habits seem to be established before students reach the first year in junior high. Survey #3 researched the strongest motivation for reading. The survey results identified that school, specifically first grade, was the most common and frequent motivator. I think it is ideal for parents to establish daily reading time long before a child starts first grade. Survey #4 indicated that children who possess books, visit libraries, are read to, and discuss books with family and friends have a positive attitude about reading. Certainly the home literacy environment is the biggest factor in molding reading attitudes and of course poor attitudes are the result when reading is not encouraged. The result of survey #5 showed the most popular reading materials were magazines, novels, and comics and the least popular were technical manuals, plays and newspapers. Ninth graders had a greater interest in magazines than sixth graders and girls showed a more significant interest in poems than boys. I think identifying reading interest is critical to overall literacy education.
Response to syllabus questions.
1. What Stages of Development my students are in?
I teach 6th grade students and in Florida, 6th grade is middle school. The average student is approaching adolescence. Generally my students are beginning to assert themselves and are curious and awkward. The boys are physically exuberant, restless, and want to socialize. They are competitive and enjoy teasing each other. The girls and boys are moody and easily frustrated. They all tend to enjoy a silly senses of humor.
Both boys and girls at this age require direction as they transition through physical and emotional changes. I try to support them all as they work on interpersonal skills and deal with peer pressure. One issue that is always prevalent at this age is taking responsibility for their behavior and decisions. Consequences are a big part of our daily routine.
This comment has been removed by the author.
ReplyDeleteModule 7
ReplyDeleteBy: Yolanda Young
Reflections of Team PURPLE:
I am a third grade teacher in Miami, Florida. Our surveys opened my eyes as I walk into this new school year. In survey one; I learned how technology is over powering traditional aspects of reading. More students now own cell phones than they would a book. Survey two suggests that students must enjoy what they are reading to fully comprehend what they have read. In survey three it was found that first grade is the most motivational school year for students. In survey four the results state that student who are introduced to literature early and consistently are more likely to excel in reading. It also states that visiting the library with family and friends and ordering books that they like will have positive outcomes. In the result of survey five, the most popular reading materials for student reading are magazine, newspaper articles and comic books. Researching these articles has shown me how literacy can be reached in many different ways.
(2) What factors do you take into consideration when developing a literature-based lesson plan or unit plan?
The number one thing I take into consideration is the student’s schemata. Prior knowledge is the key factor to gaining you student’s attention in a unit or theme. If they do not have any prior experience with the topic, it becomes really hard to explain and get them to relate.
This comment has been removed by the author.
ReplyDeleteMy name is Annette Tobler Stokes. I live in Jacksonville, Florida. I have been teaching for 22 years. I have taught almost every elementary grade. Currently, I am a reading coach. After analyzing survey results of the reading habits of children, and their families’ attitudes toward reading, several key aspects caught my attention. It was not surprising that families that read to their children when they were very young saw huge academic achievements throughout the child’s life. It was also not surprising that sixty-five percent of the books read by students for fun were suggested titles by their mothers. For many young children, mom is the center of the universe, and for many children living in the community where I teach, mom may be the only parent. However, I was surprised to read that just a little over half of 13-year-olds read for fun or to find new information, and that percentage gets lower as the child gets older. By that age, I expected that many children would have been hooked by series such as “Nancy Drew,” “Harry Potter,” “Twilight” and other blockbuster young adult/children’s series. These are some books that I recommend. I have found that they are excellent titles to engage readers in this age group. One of the reasons stated for why children don’t read for fun is because many have a hard time choosing what they want to read. Children need some direction and motivation to find literature that sparks a hunger for knowledge and a love for reading. This is the responsibility of teachers, as well as families.
ReplyDeleteOf the limited number of children who read for fun, a vast majority (80 percent) like to choose what they want to read. It makes sense that these children prefer to choose their own reading material because they already have a love of reading, and therefore, likely have a wide exposure to different types of genres. They know what they like, so selecting what to read isn’t the uncomfortable experience that it is for some other children.
As so much of what we do moves online, books are also being digitized. Although the younger generation is often considered the most willing to embrace technology, surprisingly, young adults prefer digital versions of books more than young students do. Many students see e-books as an opportunity for extension of learning, but not as a replacement for the hard copy. Many of these students believe that within the next ten years, most books will be read digitally because society is moving in that direction.
Overall, the survey results confirmed what many educators already know about emerging literacy, access to print, and family support.
Team Orange had some interesting issues. I like the description of reading being a highly personal journey and as instructors we need to not look at literacy with tunnel vision. Surveys are a great to determine what is going on in our student's heads.
ReplyDeleteModule 7 assignment
ReplyDeleteby Brenda Brown
Hello class. This blog thing is all new to me but I going to give it a try.
Reflection of Team Orange Surveys:
The results of the reading surveys from the orange team were interesting. In survey one it was shown that a vast majority of students are reading. It also stressed the importance of teachers providing information to children that is of interest to them. Survey two suggested that their was a lack of motivation for students to read because of the teaching methods that teachers use in the traditional classroom. Survey three was interesting in the fact that students did not believe that their peers were as enthusiastic about reading as they were. The findings in survey four were that students motivation to read declines from elementary school to high school.
Response to Question:
I teach second grade at an inner city school in Jacksonville, Fl. One of the motivational reading activities that I use in my classroom is to vary my teaching style. I try to appeal to all learners. I will teach for auditory learners, visual learners, and kinesthetic learners. This makes it exciting for the students and all learners feel successful. Another motivational activity that I like to use is to let the students choose the books that they will read during independent reading. This gives them choice and lets them choose what appeals to them at that time. Students also know that they have to read from all the different genres. I also motivate students by letting them constantly see what their reading level is and the progress they are making to meet their reading goal by the end of the school year.
Brenda, appealing to a variety of learners is a very important aspect of teaching. Thank you for addressing this strength in your teaching.
ReplyDeleteIn our group study it was amazing to me how the surveys I read were pretty accurate as far as my classroom goes. I teach 1st grade and noticed that many times reading habits are already formed. Most of the students enjoy reading when they get to choose their own book, but if I choose a book for them they seem to get frustrated. (Okay, so I do have one boy who loves to sit through all three reading groups! :)) Students usually react with misbehavior or fidgeting when they are forced to look at a book that is too easy or too hard.
ReplyDeleteWhen I am developing a literature based lesson plan I usually try to take into consideration my current students. I offer a book along the medium rode, but have a variety of assignments for the class. Each reading group participates in activities based on their ability. I also have a couple of homework choices for the parents to choose from. During the classroom study, I tend to use quite a bit of hands on materail and then transition into pencil and paper at the end for a grade. (Sorry, I just lost my total change of thought. I had to stop and quiz my child on Physical Science. Was school really that hard?)
Team purple: Good job on technology aspect. I think sometimes we forget how technological savvy the younger generation has become. They can do almost anything on the computer. I also agree with the first grade year being so very important to their little minds. I teach 1st grade and can tell which students have had an early introduction to literature.
ReplyDeleteReflections on Purple Team CLC
ReplyDeleteSince I teach at a year round school we had our open house last night and I found myself filling my ten minute presentations to my English 9 student's parents with an appeal to keep on reading at home. The stats from one of our surveys that students acquire up to 40,000 new vocabulary words by their senior year from reading between 15 to 20 minutes a day had the parent's undivided attention. I then found myself encouraging them to talk to their children about what they are currently reading. This led me to share a recent conversation with my 1st grade son about the characters in The Wizard of Oz. I ended naturally sharing about the first time a young lady told me she became a reader because of the time she spent in my summer school class...I get teary everytime I share that and I noticed a few moms sharing the moment,too. It was a perfect real life connection to the findings in our CLC research. It was not surprising to me that the research findings continue to be based in simple and direct practices that support the actual reading of text. DEAR (Drop Everything and Read) and/or SSR(Silent Sustained Reading) continue to be and effective way to keep kids in the daily habit of reading. We know that without daily reading our students will not have a sophisticated vocabulary upon graduation from high school. Reading not only promotes brain development but it positively affects the culture of home, school, and classroom. Students that are engaged with quality literature will have the ability to engage with challenging intellectual and academic pursuits if they so choose.
Oh btw, Mrsvasquez213 is Rebecca Vasquez :)
ReplyDeleteI am an English and Reading teacher and have taught 9th, 11th, and 12th grade in Florida. This year I will finally have just one prep... 11th grade, my favorite year and curriculum!
ReplyDeleteThe results of our group's research yielded some interesting results. What I found to be the most pressing evidence was the role that reading played at home in relation to a student's reading success and attitudes about reading. It can not be argued that the years prior to a student entering school are some of the most important fundamental years in a child's development, and the attitudes about reading at home can significantly set the precedent about how a student will feel about reading as they progress throughout the primary grades. Additionally, another survey indicated that more students own cell phones than books, which again emphasizes the roll of reading at home in relation to a student's attitude about reading. Another survey indicated that grade, not age actually plays one of the most important roles in a child's attitude toward reading, showing that in a child's first year of school reading is actually seen as a more desirable activity and then begins to decrease through grade six. Because reading is presented as a new skill to students and the stories that students read are colorful and fun, students are more interested in the stories. Therefore, it should be further looked into how the same strategies used in first grade can be adapted to continue presenting reading in an interesting light to older students.
After several years of working with high school students who were struggling readers, I have had several activities which have worked well in my classroom to help students become more interested in reading. One of the best series of books I found for high school age students was the Bluford Series. While these books are slightly easier to read, the actual stories are extremely interesting and appropriate for high school age students. The topics range from gang violence to relationships, to bullying and problems at home. My most reluctant readers will end up loving this series and I use it as a good technique to help resistant students.
In my Intensive Reading classes I would begin the first ten minutes of class with Independent Reading. I had a very extensive classroom library consisting of the daily newspaper, multiple magazine subscriptions and many different genres of books. I would then ask students to share what they read that day and they would receive extra credit stars for sharing I would give double points to the student who remembered to ask me what I read that day. During the independent read time I would also read with the students, setting an example. This actually created an amazing classroom environment; students would love hearing about different things I was reading, whether it was a book or an interesting article in a newspaper. Many times I would read shorter articles to them that I knew they would be interested in. What essentially ended up happening was students would ask me if they could borrow my own personal books which was wonderful because many of my books were more difficult, thick books, that a high school student wouldn't normally pick up. I even traded books with some of my students because many of them wanted me to read the Twilight series.
What I found to be unsuccessful was requiring students to write summaries about everything they read, keeping journals, etc. I tried this tactic my first year as a reading teacher and it didn't go so well. I eventually adapted and found that classroom discussion went a lot further, and the extra credit stars really ended up becoming an activity that all students wanted to get involved in. It was a lot more fun for the students to be able to talk about what they were reading and share ideas with their peers versus writing a summary or journal about it that only the teacher was going to read.
Tanya McBride – Module 7
ReplyDeleteBased on the results of several reading surveys; teacher motivation techniques, personal enjoyment levels of reading, and good reading habits play important parts in motivating students to read. The data compiled from one survey showed that although students overall usually enjoyed reading, they must have access to quality literature of interest to them. The second survey discussed the motivational techniques used in the classroom and emphasized the need for teachers to find ways to reach their individual students. Lastly, two groups of elementary school students were surveyed about how they thought their peers viewed reading. More students thought their peers disliked reading during free time which in turn may affect their feelings toward the subject as well. This showed how many students become less and less enthusiastic about reading as they approach high school.
Although I do not currently hold a full-time teaching position, I recently completed my student teaching in a 1st grade classroom where the majority of the students were at reading development Stage 1: Learning to Read, practicing mostly initial reading and decoding skills. There was phonics instruction daily, incorporated with the reading program. With each lesson in various content areas we integrated the specific letter-sound relationships that were being worked on that day or week. For example, if we were practicing the long /o/ sound in reading, we could pause during our social studies lesson, repeat the last sentence we said again and ask students if they heard any words that had the long /o/ sound. When planning lessons and units, there was also a big focus on vocabulary development and sight words.
There were several students at very different levels than the majority of the class, so a few were pulled out for reading remediation, and others were challenged to their level. Students also read their own stories to their peers, as well as listened to many read-alouds of various books, poetry, lyrics, and other literature. In order to motivate students, I would use different activities incorporated with the reading. Students loved word games, books on tape, and creating their own advertisements or newspaper articles. Each of these projects required reading, but allowed students to use their kinesthetic abilities to complete the assignment and have fun while doing so. The biggest motivation for the younger students is positive reinforcement. The students love hearing that they are doing a good job and will keep trying harder if they want to be recognized. Positive support from the parents is also a huge factor in motivation throughout school.
I used Jack Prelutsky’s poetry in class as fun material to read which always had students laughing like crazy and asking for more. I have also used several Dr. Seuss books for read-alouds. Students chose books based mainly on personal interests when visiting the library. I found that the Book Adventure website by Sylvan Learning helps students find books appropriate for their interest and grade level, found at http://www.bookadventure.com/ki/bs/ki_bs_helpfind.asp . Since I was at a Core Knowledge school, most of our reading was integrated within the curriculum unit guidelines, but as long as teachers can find a way to make it meaningful to students they will still enjoy it and get the most from any book used in the classroom.
Hi class,
ReplyDeleteIt's Chrishonda Hawkins and I am new to blogging. This past year I worked with middle school students--7th graders to be exact. What an interesting age group to work with especially since the year before I worked with 2nd graders. It was a huge jump but I made it and I enjoyed it!
The results of my team's survey indicated that students are both intrisically and extinsically motivated to read. Gender, age, cultural background, etc played a role in how students were motivated to read.
When taking into consideration a literature lesson plan, I try to focus on the age appropriateness of students. I also consider their interests. I have learned that students are motivated to complete tasks and read when they have literature that interests them.
Motivational books that have been successful are books from the Left Behind Series. Students are also interested in the book Among the Hidden.