It's Red Planet Day! Joel and Misty discuss the Red Planet, aka Mars... Remember when they talked about Pluto Day? If not, find it HERE.
They also have a in-depth conversation with Jessie Todd and Phil Ero of Astoria High School in Astoria, OR about how they have flipped their assessment model to better align with the CPM Pillar of Mixed, Spaced Practice.
You can also read their newsletter article from January 2020 about their model HERE.
Lastly, we have another installment from our Join Them on Their Journey series.
Cheers!
The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
Twitter: @cpmmath
Facebook: CPMEducationalProgram
Email: cpmpodcast@cpm.org
It's Red Planet Day! Joel and Misty discuss the Red Planet, aka Mars... Remember when they talked about Pluto Day? If not, find it HERE.
They also have a in-depth conversation with Jessie Todd and Phil Ero of Astoria High School in Astoria, OR about how they have flipped their assessment model to better align with the CPM Pillar of Mixed, Spaced Practice.
You can also read their newsletter article from January 2020 about their model HERE.
Lastly, we have another installment from our Join Them on Their Journey series.
Cheers!
The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
Twitter: @cpmmath
Facebook: CPMEducationalProgram
Email: cpmpodcast@cpm.org
Hello and welcome to the CPM More Math for More People podcast. Today is the 28th of November 2023, and this is Episode 16 of Season 3.
Speaker 2:Cheers. Hello there, I'm Joel and.
Speaker 1:I'm Misty.
Speaker 2:And you're listening to the More Math for More People podcast, an outreach of CPM educational program.
Speaker 1:We have a lot of conversations about math and math education on this podcast. We're passionate about continually improving the way math is taught and we hope that you learn something in every episode that helps you become better at what you do.
Speaker 2:And we hope that you have some fun and laugh as well. That always makes things a little more interesting.
Speaker 1:Yep, we're pretty passionate about having fun Joel.
Speaker 2:So please have a listen and we think it'll be well worth it. Boom.
Speaker 1:That's the end of November.
Speaker 2:Mm-hmm 28th, I believe.
Speaker 1:Is the 28th of November, yes, indeed. And what is the national day today?
Speaker 2:Today is Red Planet Day.
Speaker 1:Red Planet Day Like Mars.
Speaker 2:It is not only like Mars, it's Mars.
Speaker 1:Well then, why is it not Mars Day?
Speaker 2:It's a Red Planet Day.
Speaker 1:Well, it's just like they're being, I don't know, difficult or something. I don't know that. Maybe they're just being fancy.
Speaker 2:The people who are coming these days are very difficult in there and they try to.
Speaker 1:They're not being obstinate or anything like that. Okay, so it's a Red Planet Day, aka Mars Day, yes, and we've celebrated Planet Days before yeah. Remember Well, sort of it was Pluto. We celebrated Pluto Day.
Speaker 2:Which is not really a planet anymore, right?
Speaker 1:Right, Remember we got to know a lot of facts about.
Speaker 2:Pluto yes, we did.
Speaker 1:And that was in season one. We could put a link to that podcast in this one.
Speaker 2:Go back and listen. Yeah, yeah, but this is not that day. This is Red Planet Day.
Speaker 1:Yes, clearly, we're just reminiscing. So Red Planet aka Mars.
Speaker 2:Day.
Speaker 1:Maybe they didn't want to name it Mars Day because they didn't want to confuse it with the God Mars.
Speaker 2:Well, it does have to do with kings and gods that name Mars. So what I'm looking at is that the Babylonians were keeping records of celestial events. Sure, and they called Mars Nurgle. I don't know if I'm pronouncing that right N-E-R-G-A.
Speaker 1:There's no Babylonians around to tell us that it's wrong. Please email in. If you speak Babylonian, please email in a pronunciation of how do you spell it again.
Speaker 2:N-E-R-G-A-L Nurgle.
Speaker 1:Okay, okay, that makes sense to me sure.
Speaker 2:Nurgle was the king of conflicts, oh, and so they associated. Maybe this is all. I don't think anybody talked to the Babylonians, but like the planet color being of blood, and I think that so when you encounter an enemy or an army or something, and then again, later on, mars is known as the girl that got wars.
Speaker 1:Okay. So it's interesting because I know it's interesting to me that we call Mars the red planet and clearly the clearly ancient peoples saw it as red, which I think that when I've seen Mars on the sky I've never been like, oh yes, that one of course is Mars because it looks red, but it must have.
Speaker 2:Some of that is tinge. That I can tell. I feel like I can see, that, like I can say that's Mars, I noticed it more.
Speaker 1:I had to say I've noticed it more with Antares, which is a star in Scorpio that it looks red and I thought it was lunch, and then I used my little Skyview app, which is very cool, because you just pointed out the thing and it tells you what it is. And it told me it was not Mars, but it's also interesting that it is actually a reddish colored planet, like the dirt and various things, because of the oxidation.
Speaker 2:I don't actually know that I know a lot about Mars, but I think a lot of like I think humans know some things about Mars now.
Speaker 3:Well, we've been there, we haven't been there, but we have sent things there that have collected information for us, I think that's pretty cool Quite a number of times now.
Speaker 2:I thought we sent Matt Damon there, didn't we send Matt Damon there?
Speaker 1:That was in a movie. Oh, my bad, that wasn't real.
Speaker 2:That wasn't real.
Speaker 1:Gotcha. That was a good movie, though I liked that movie. That was a pretty cool movie.
Speaker 2:That's one way you could celebrate this day. You could watch that movie.
Speaker 1:The Martian, the Martian, yeah, that was on. Sir's Martian. You could watch my Favorite Martian, not a drama.
Speaker 2:Yeah.
Speaker 1:We didn't call the visitors, aliens back then.
Speaker 2:Right, I'm thinking about that show, my Favorite, martian.
Speaker 1:Yeah.
Speaker 2:We called them Martians instead of aliens.
Speaker 1:Most of the time, because we assumed that that's where they were going to come from was.
Speaker 2:Mars.
Speaker 1:Then the Mars attacks. Mars attacks is a silly movie.
Speaker 2:Very.
Speaker 1:But then there was the one. What was the one at Orson Well, were the worlds? They supposed to be Martians as well?
Speaker 2:Yeah.
Speaker 1:Perhaps I don't remember actually. There's the Martian, that's on the Flintstones, mm-hmm.
Speaker 2:The two in 1098 floats around and Floats around.
Speaker 1:I don't remember his name either.
Speaker 2:War Helmet. I think maybe he did.
Speaker 1:I am going to have to Google his name now Flintstone Martian. That's crazy.
Speaker 2:I also think it's crazy about not crazy, but interesting is I think of that book, men from Mars, women from Venus how those two planets took on those genders.
Speaker 1:That's interesting to me. Yeah, okay. So first of all, his name was the Great Gazoo. Oh, that's right. There you go, but no, I think that that harkens back to they were named after those gods Right, those Roman that's true, which represent more the masculine aggressive qualities and feminine yeah romantic, softer qualities. They're true. The really good representation of that actually is in the planets. It's a symphony I. It's by oh, it's my holst holst the planets, and it starts off the. The opening movement you would probably recognize is because it's Mars.
Speaker 1:But, then he, and then he goes to Venus, which is so. The movement is just dramatically different. Like it's really super interesting. I'm gonna have to check out each movement is so so dramatically different, based on his idea and some of its astrological as well as Astronomical, both of those things right, different the ways of thinking about the planets and stuff like that. So it's pretty cool. It's a pretty. I saw it at the Oregon Symphony last year.
Speaker 2:It was well worth it. Hopefully they're playing it again.
Speaker 1:Well, I'm sure they'll play it again some place, Anyway. So it's red planet day.
Speaker 2:Yes, it is and what could?
Speaker 1:we could watch any of these shows.
Speaker 2:We watch a movie, read a book, listen to a symphony.
Speaker 1:Mars bar, but that has nothing to do with the planet, that's sure we can still do it, I Think so. I don't know, I'm gonna go.
Speaker 2:I'm gonna go find her. That's how I want to celebrate.
Speaker 1:All right, great, I Don't know what I'll do yet. I'm gonna just make it. I'm gonna just wait for the, for the.
Speaker 2:Strike me yeah exactly that too.
Speaker 1:All right, go celebrate, okay. So today we are here with Jesse Todd and Phil Eero. They are teachers at Astoria High School in Oregon and Began implementing CPM in 2016, as I recall, and I'm gonna go ahead and show you the teachers at Astoria High School in Oregon and began implementing CPM in 2016, as I recall. So they're they're always down their journey with CPM implementation. It's been up and down, through a pandemic, but still persevering on. And what they're here today? Because at Astoria High School, I know they have done some changes. They've done some modifications and some adaptations to their assessment cycles To align with mixed-based practice, so we're gonna hear about how they have flipped the assessment model From the experts. So welcome to the podcast, phil and Jesse Phil keeps popping out. He's having some trouble with his connectivity, so when he's here we'll hear from him.
Speaker 2:Yeah, welcome.
Speaker 1:Welcome Jesse. So far I no worries, no worries. So so Jesse tells, tells a little bit about how you get started with this, this model, and and a little bit about what it is.
Speaker 6:We I think from the beginning we were, when we first implemented we were always doing mixed-based Assessments. That was something that we felt was really important, because the homework is all mixed-based, and so we we definitely adapted the idea that Mastery does not happen immediately and it happens over time. And then, as we continued through our implementation journey, we started to I guess we felt like we needed to really model the CPM pillars, and so we took our assessment model and Just started testing every three weeks.
Speaker 6:It that's what's recommended right in the teacher resources, and so we're like well, let's just do it, and so we did and then as we continued the process, we started talking about Reviewing the day before a test and how that's really undermining what the whole purpose of the mixed-based practices and the homework, and so why are we taking a day to review for a test that they've been reviewing for all along? So we actually took the review and put it the day after the test.
Speaker 1:So so I want to break that down. That's a lot right. Okay, I want to focus on. Let's focus on the first part, right? I think that's a little easier to explain and then we can go into more depth on the second part. So the first thing, the first part of it I don't know if it was the first thing you did the first part of that is that you've gone to doing your assessments every three weeks, as opposed to Quote-unquote at the end of the chapter every single time, right, yeah?
Speaker 4:We, we schedule all of our assessments for the entire year at the beginning, and so, and so, no matter where we're at, we just give a test every three weeks on everything that we've learned up to that point.
Speaker 1:Right, so I imagine that that allows you then to and I've heard you have these conversations when I've been there around what are we going to put on this next test because of where you're at in the curriculum, because that changes every year. It's not exactly the same place every time and what you are feeling like your kids are understanding at that moment. Is that accurate? Can you tell us more about that?
Speaker 6:Yeah, definitely. I think when we go to drafts test we look at previous assessments and one, what have we tested on previously? But also like, where did they really struggle on the previous assessment? We make sure that we hit those topics again so that they have another opportunity. And then we sprinkle and we try to keep it about like a 30, 70 relationship, new to old.
Speaker 1:Yeah, one of the things that I have I've enjoyed hearing you both of you say to students and times when I've been in Astoria the week before the test things like well, you know that this is not going to be in the test because we're just learning it right now, right, which I love. I love that reinforcement for kids around. Yeah, you're just learning this, I'm not going to test you on it yet.
Speaker 4:Usually we like to put whatever we just learned. We'll put that as a bonus question on a test. So, like hey, if you really mastered this in the last four or five days, that's great. And plus they get to see how it's written on an assessment, because they know in three weeks that same question is going to pop up as a required one. And then, therefore, our kids are always encouraged to try the bonuses because it gives them a head start on what's going to be expected in the future. And it's not always just one iteration of hey did it right. I think pre-calc we're doing special right triangles for the fourth test or third test because they still haven't quite gotten it, and we just they'll hit it again and again and again until they, until the class really gets it as a group.
Speaker 2:So it sounds like the culture a little bit is you're so transparent with your students and they're so willing to. Yeah, this is. This is an opportunity, rather than dreading a test day right Like you're giving them a great thing.
Speaker 6:Yeah, we've definitely tried to create a culture of collaboration towards taking tests, as opposed to like us writing a test. That's super hard and the kids are like them versus us. It's all of us versus the same thing together. That's been a fun culture shift that's happened as a result of of our change.
Speaker 4:One of the things that we learned early on was, because all of the tests are cumulative, kids get overwhelmed about halfway through the school year because there's so much content and they just didn't know what we were going to focus on each time.
Speaker 4:And so we came up with the idea of previewing the tests A week before the exam. The students clear their desks and we hand out the tests a week in advance, and the groups the kids can sit in groups and for five minutes, read next week's test, discuss where they've seen that content before, where they should study, what they are good at, what they're bad at, and then we collect it and then they have a week to prepare for that test. So and and we discussed even building up to that hey, I'm writing this test, I think I'm going to put this content on there. You'll see it on Thursday. So there are no surprises and the standards are super clear and the kids have a chance to, and then they get a whole week to talk to each other about what each person saw, what they should put on a note card, what they're strong at, what they're weak at, and it really helps them focus on the big picture.
Speaker 1:Yeah, I feel like that was. So that's that's going into this next piece. Right is like they get to see it before and then have this review after the test. So, yeah, I want to hear a lot more about that. I think that those that is the thing that I think was the is the most daring piece of this and the part that has been really successful for you, I feel like, and also is the part that people are going to have the most questions about, like, what do you mean? How do you doing that, right? So you, so you let them see the test in some way beforehand, and I and I think that looks different, right, depending on whether they're 12th graders or ninth graders or they're sort of skill levels and be able to manage those kinds of things and then you have them review it afterwards. So tell us more about that again.
Speaker 6:So the preview piece is similar but different based on what class it's in. But essentially we have them clear their desks, no calculators, no pencils, no notes, no books, nothing, and they get a blank copy of the test and they get to talk with their teammates about it. So they get to look through it and see what the content is, discuss where they've seen it before, what they've been tested on before, if it looks like something that they know. They basically get five to seven-ish minutes to look at the test as a team and then we collect the tests when that time is over and they have that full week to study. With our younger students it's definitely a little bit more structured. Sometimes it has to be more structured. With our older students. I think we sound after the pandemic that they definitely needed a little bit more scaffolding going into it, but now that we're past that they're a little bit more adept to the preview piece.
Speaker 4:And so they get to see it. We don't do any review, we don't do review sheets or anything, because they had a chance to see it. And so the day before the test is just a typical class. We give the test and so the class after the test, and we experimented with all these different strategies about what to do after the test and review it. So some of us we graded the test and gave back graded copies. Some of them we gave them answer sets and some of them we gave blank copies.
Speaker 4:And the question was where did we get the most productive engagement with the students?
Speaker 4:And we realized that as soon as a kid takes the test, no matter their ability level, they're very curious about what they did right and wrong as soon as they walk out of the room.
Speaker 4:So to give them a chance to sit down the very next class with a blank copy of the test and be like, okay, talk to each other, what do you think the right answers are? And we discovered that not even telling them they're great, not telling the kids who did well or not, and to say, hey, if you think you're right, convince your teammates, you're right. If you didn't understand, it now's your chance to ask, and every single student, even the kid who aced the test and still only made a few mistakes, has to convince themselves that they were right, and it really led to really deep conversations the day after a test, and then, usually like a couple of days later, we'll hand them the graded copy, but by then they've already previewed it once, they've taken it and they've discussed it, and then, the fourth time, they get the graded written feedback back. So each test is four contexts.
Speaker 2:That's great. I love what you're saying. You're trying new things and experimenting with new things for the benefit of your students. I'm also curious about how you're in. The article talks about how you're grading together.
Speaker 6:Yeah, so we write our tests collaboratively too. And then, when we really felt like it was important to be consistent across the board with how we grade, and so like, if Phil and I are teaching the class together and we give a test, he will grade two pages of a test and I will grade another two pages of the test, and we do every single student in that class. So I grade his kids, he grades my kids. So everything is really consistent. I think it's been really fun. It's something that I've never done before. I don't think you had you ever done it before, yeah. And so we're like well, let's just try it and see what happens. And it's been really, really successful.
Speaker 4:Yeah, two things that I learned from it was I learned that I had to not only meet my standard of as a teacher, but I had to meet my colleague's standards and they weren't always the same, and I had to prepare my students for everyone's standard.
Speaker 4:So some of the teachers are focused on this, while other teachers focus on this, and when I'm teaching the class, I'll be like, hey, ms Todd's really specific about this thing and she might be grading that page, so let's get ready for her, and likewise. So the students see us collaborating and working together. They see us visiting each other's classrooms and drafting the test and sharing ideas, and we do all of that collaboration right in front of them because we want to model the behavior that we want them to do when they're taking it. So it helped us professionally because I had to up my game to meet my colleague's standards and then I had to explain and we had to justify what was best for students. And so sometimes you would say, hey, I think we should grade this way, and my colleague's like, well, no, this is where they're at, this is what they really need, and then we meet them where they're at.
Speaker 6:I think, too, it's been really good because we share all of our classes that we can, so any class that has more than one section we share with another teacher. And it's forced a lot of really good conversations with teachers that are teaching the next level, because I know what the calculus standard is from PreCalc or the algebra two standard from geometry, and so when I'm prepping kids for a test I could say, okay, mr Hero or Mr Pickles, one of our colleagues is, this is how it's gonna be graded when you get to algebra two, so just be prepared for that. And that's been really good, I think, for the vertical alignment of classes.
Speaker 2:Sounds really great for your students.
Speaker 1:Yeah, I'm always impressed at the level of collaboration, the level of intentionality, really hard thinking that you've done over the years, starting with CPM and doing the implementation and maintaining it for seven years now, with some disruption in the middle of the pandemic, but that is a hard thing. Having done this for some time with the professional learning department, I know that. We know that schools drift away. It's hard to keep that implementation. You have new teachers, you have turnover, you have things that happen. You had a pandemic in the middle of it which has disrupted everything. To be able to stay the course with the things that you're doing, I think are really impressive and I hope you're pleased with what you're doing.
Speaker 4:I would like to follow what Jesse said about. One of our department policies is that if a class has more than one section, it should have more than one teacher. The reason we do that is it forces the teachers to get outside their norm. It forces teachers to have to collaborate. When we hire new teachers, we have an opportunity for someone who's been doing the CPM methodology and the assessment methodology for some time to coach them and mentor them and maintain that institutional knowledge by having and this testing policy is a school-wide math department policy when we interview people, we're like this is how we do things at Astoria. Are you on board? If the answer is no, we don't hire them because we want this consistency.
Speaker 4:The assessments modeling that we do for our freshmen is the same assessment modeling we do for our calculus students. The kids get really comfortable with the expectation that they're responsible for creating their own reviews. They're responsible for maintaining the knowledge. You see a lot of older students mentoring younger kids like hey, keep all your old testing quizzes, because I know Miss Todd when she writes the next test, she's going to get the last test. Pick two pages that are the same and then pull two quizzes. They can almost predict the tests in advance. It becomes very consistent. Because we started becoming more consistent, then we started elevating the standard. We can say, hey, you got to see it, so now we're going to raise the bar a little higher. Because of that, I think we're able to dig a little deeper into the content too.
Speaker 1:Well, we really appreciate you taking the time to come on the podcast and explain your model and where it is now. We're going to include a link to the article that you wrote in 2020. We know that it's shifted and changed, but it sounds like you're staying that course and you're taking what is working and what you know works for kids, and what you're seeing is working for kids in your classrooms and just continuing on that course. So thank you for coming and sharing that with us. Thanks so much.
Speaker 6:Thanks for having us on Appreciate it. Absolutely.
Speaker 2:Here we have another edition of Join them on their Journey, enjoy.
Speaker 5:It's Maggie, and this is where I am on my journey. I'm really thinking about the CPM pillar of mixed space practice and what that means for foundational skills. So when you think of mixed space practice, I've oftentimes thought about well, I'm introducing a concept, they're working with it, they're grappling with it, and then after a certain time we'll come back and we'll assess on it. But something that I've been thinking about is that mixed space practice is a concept that's been working on for over a year and over grades. So, for example, right now in my class we're going over algebra tiles. It's the first time they're seeing it. They are introduced to variables, expression mats, equation mats, and what I'm seeing is that there are some students who are able to demonstrate that they understand the idea of expressions and simplifying, making zero pairs. But what's actually tripping them up and making them get the wrong answer is actually the pre-weckers, that skills for the course. So, specifically on integers. And so when you're thinking about that mixed space practice, the mixed space might actually go all the way to, for example, the sixth grade content versus the seventh grade. So in Math 7, the prerequisite skill that they're still practicing and working on would be integers. And so how do you split your time?
Speaker 5:With the end of the semester coming up, time is always short.
Speaker 5:There is so many standards that we have to get through and there is so much stuff to cover that making sure that we make the best use of our time is key as teachers, and so something that I'm grappling with struggling with is thinking about how much time needs to be dedicated to the prerequisite skills, knowing that there's a certain amount of content that I want and need to get through, and so I'm trying to figure out how to implement and really think about my mixed space practice, going just beyond this course but even into sixth grade, while still going through the content that I need to go through.
Speaker 5:So something that I am trying to incorporate on the daily basis is these skills checks, which really they're just after we do the do now the math chat, the math talk, and is to implement like a five minutes of prerequisite skills, and that could be as basic as rounding.
Speaker 5:It could be adding subtracting fractions and decimals or integers, so that I'm not putting any student who may have struggled in the past with that at a disadvantage, because we want them to still be successful, knowing that some of them may have different skills in coming into our classes with different skills depending on if they were at our school or not. So I'm just really trying to think about how to incorporate that mixed space practice, even thinking beyond just my seventh grade. So, implementing prerequisite skills when they are being assessed maybe inadvertently in the sense of, like I'm going over, the content I have is exemplifying expressions with the underlining prerequisite skills is that you need to know what your integers are. So even I'm assessing that, maybe directly or indirectly, and how do I incorporate and support the students in that mixed space practice? So this is where I am on my journey.
Speaker 3:Hi Joel, hi Misty, hi CPM listeners out there. This is Graham just getting off for Thanksgiving break and feeling good. Midterms are around the corner and I can't believe how time is just flying by In my integrated one and integrated two classes. Both classes finished a unit and we made seat changes. Today I just tell them I do random seating but I would have thought about using the cards and different ways to sort teams. I love the creativity there. Just got to print out some of those pictures and have the students figure out how to piece them together. I also, with changing seats, reflected on how frequently I used to change seats and how frequently I'm changing seats now.
Speaker 3:Having students stay together for the unit and I think that has been a really beneficial aspect of the class. I used to change when things would get rough or to solve behavior problems and I was changing every week, and now letting students stay together for the whole unit I think builds better relationships and some camaraderie with students at their table. I think they get more comfortable and more willing to share their ideas. I've liked seeing how that develops. I've also been using student interviews where I have some interview questions that they ask their partners just at the start of class I have a list of questions and they just ask a couple of those questions to start out, to find some commonality and some differences.
Speaker 3:I love the icebreakers. I've used the art of compromise and which one doesn't belong. It's like an endless list that we could always expand more on, but I want to keep it fresh and interesting. So some icebreakers that I'd like to try are the pick three, where students pick three ways that they can contribute to the class and their team, the rebus puzzles and what do you see. I think would also be a great way to get teams to get in problem solving mode but also have fun looking at some interesting patterns and seeing what they can come up with. One thing I want to try to do more of is a participation quiz. I've loosely told groups what I'm looking for, but I think it could help to be more intentional and write down notes so that teams can actually see on the board what I'm observing about their team. It's been interesting. I've asked for feedback on a forum after assessments and I think that's another thing that's been really helpful, helping students see that I value their voice and that I care about how they perceive class.
Speaker 3:The interesting thing is that some students say that they love the collaborative learning and love working with their teams, and then some students are having a hard time with it, and I think that's worth acknowledging that teamwork can be a great thing, but it can also be really difficult.
Speaker 3:I have a student that said that they have a team member that's not doing any work and asking them if they can just take pictures of their notes, and that that's becoming frustrating. So it got me to think about why that's happening, and my suspicion is that the student asking for help maybe doesn't know what else to do, and so I think if we can get more comfortable with each other, we might be able to solve this problem and start addressing each other about where we are with our learning and acknowledge that it's okay, no matter where we are, if we don't understand something, that's okay, and so I think that's something to work on with my classes, but also just in general, having students see this learning idea in school as a collaborative activity and as a collaborative goal. So, yeah, something to work on, and I'm excited to keep on going and see how these other ice breakers pan out. Thanks for listening.
Speaker 1:So that's all we have time for on this episode of the More Math for More People podcast.
Speaker 2:For more information on Stay Connected, find CPM on Twitter and Facebook. You can find our handles in the podcast description.
Speaker 1:The music for the podcast was created by Julius H and can be found on pixivaycom. Thanks, julius. Join us in two weeks for the next episode of More Math for More People. What day will that be, joel?
Speaker 2:It'll be December 12th, national Ambrosia Day, and Ambrosia, of course, is celebrated on December 12th, and it celebrates a Greek mythological food, also known as the food of the gods and the Greeks. They believe that if anyone consumed Ambrosia, they'd become immortal. So today, ambrosia usually serves as a dessert or side dish, and Ambrosia is a creamy fruit salad that can be made of any fruits of your choice, and while Ambrosia rarely features on anyone's regular diet, it is enjoyed on special occasions and, thankfully, it's healthy too. So National Ambrosia Day is a day of celebration for every foodie, and especially those who thrive on healthy treats, so can't wait to talk about it with Mr December 12th, thank you.