thanks. So Lynn and I, you know, we wear multiple hats in this space. We are both instructors, but we also then support instructors. And so we think a lot about ways to organize and conceptualize ideas, and particularly around group work, as as Lynn said, we like to think about it in two, I guess, really big buckets, ephemeral groups and persistent groups. Ephemeral groups being those that might form and dissolve within a class period, or maybe over a couple of class periods, and persistent groups being groups that are formed to do some sort of, you know, longer term or more complex project or series of things. And I want to give some examples. I think Lynn gave some really great examples, but I want to sort of give some examples of what it might look like to have ephemeral groups and then persistent groups. Because when we talk about, you know, forming groups and challenges later, thinking about these different types can be really helpful and prioritizing some decisions around collaborative learning. So in my class, chemistry, cooking and culture, one of the things that we do in this class. It's a very small class of about 20 students, and we have group work in nearly every single class. And one of the ways that I have students do group work in class. One of the activities that I did was something called a spice challenge. And bear with me as I explain this. So what I ended up doing is I ended up these were ephemeral groups, and so I didn't necessarily care how they were organized and structured. I said, Okay, let's split the class into half, one half on one side, one half on the other side. I had a set of 13 different spices, things like star anise and cardamom and garlic and cinnamon. One group had the spices as whole pieces within a plastic jar that they could see. The other group had spices that were ground up, and they had to use their sense of smell, and they both had to identify these 13 different spices without knowing what they were, and they had to work in their groups to collectively decide they had one person that wrote down their choices. And then I ended up revealing all of the answers, and we discussed the different ways in which they brought their own experiences, their cultural identities, their culinary prowess, to making these decisions within their groups, and how being able to see a spice versus being able to actually smell a spice might help them identify them very differently. So that's an example of an ephemeral group, a persistent group. I won't spend quite as much time on because I know we'll probably dig into it a little bit later, but we do in my chemistry, cooking and culture class, we do labs. I say quote, unquote labs, because they're actually going into a teaching kitchen and cooking. And so they have four la I know it's so much fun, so they go into lab for four times during the semester. And these are groups that are persistent. And I purposefully grouped students based on a couple of different things, but I tried to create heterogeneous groups, particularly around their confidence and. Experience with cooking, as well as some cultural and identity characteristics to help them really have a diverse group that could build on each other's experiences and learn from each other, like Lynn said, something that that they could do together, that will they'll be able to accomplish.