Remote Learning or Just Smart Teaching?

A year ago it was a colleague who had a death in the family and suddenly had to miss a month of school, and I wrote the post: What happens when you're suddenly unavailable? The case for going digital

Last fall is was the threat of PG&E shutting off power to our school for a couple of days (it happened for a day at one of our schools), and I wrote the post Thanks, No Thanks PG&E.

And now, it's COVID-19. Threatening 3 basic scenarios and forcing us to plan for possible contingencies that could involve teaching part or entirely remotely.

Scenarios:

1. Twenty to thirty percent (maybe more) of students are absent for a prolonged period of time either because they are under mandatory or voluntary quarantine, or because they are taking precautions to protect themselves or family members.  
2. Our teachers can't come to school for the same reasons as scenario 1.
3. Public Health Department determines school must be close for x amount of time.

I find myself thinking about the same things and the same questions:

Are we prepared? 

Can we maintain teaching and learning despite these disruptions?

Going deeper with these past and current experiences, the real questions we should be asking are: 

What is the role of the teacher today?

What classroom activities and processes MUST be done in person, and what can simply be shifted into a digital space?

Last year I had the honor of speaking at TEDx Los Gatos, where I tried to make the case that teacher PD should be personalized and blended, which was influenced by personal experience and my argument that the role of the teacher has shifted from disseminator of information (eg "the sage on the stage") to that of facilitator (eg "the guide on the side).

It used to be that teachers where the keepers of knowledge and information and it was our duty to give that to students. But that's not the case anymore.  Now our role is to create opportunities for students to collect information, synthesize, and apply learnings from all kinds of sources beyond that which is given by the teacher.

So, if I'm teaching a class where I'm spending a great deal of time delivering content, and suddenly kids can't come to class, or I can't come to class,  learning is lost.  The class comes to a grinding halt.

That's not what education should be.  

That's not smart teaching.

Yet, if I'm teaching a class where content is delivered in a myriad of ways, from a variety of sources and not teacher-centered, or perhaps the content was "delivered" in the form of homework (A-La Flipped/Blended Learning), then learning is not lost.  As the teacher, I have created an environment where students can learn content from anywhere, at any time.  It does not matter if they are not there, or if I'm not there.  This is not to say we don't need the teacher.  Quite the contrary. While it is not a teacher-centered classroom, it is absolutely a teacher generated classroom.

That leads us to that second question, and let's be frank: Every teenager who has ever existed has asked this question: Why do I need to go to that class?  What's the point?  If the answer is not OBVIOUS to the student, then chances are, what's being done in class could probably just be done online.

Here's my argument: 

We need to rethink what what we do inside of the classroom in person versus what we do outside of class. 

We need to ask ourselves what is the value-added when we are meeting together?  

Are we being smart about our teaching?

Like in my PG&E post, we need to be doing the things that absolutely must be done in person and couldn't be done any other way.  If we're using technology in class, it ought to enhance or transform what we do. 

If it's purely substitution of something that could be done without technology, we either shouldn't doing it in the first place, or it should be done outside of the classroom.


Here's a breakdown of what I think we should be doing online online only, could be done online or in person, and what should be done in person.

What can and should exist entirely online:

Delivery of content.  Delivery of content requires the lowest level of thinking, and requires the least amount of support.  Don't waste valuable class time doing it.  It used to be that you were expected to read the textbook before coming to class.  Now it should be watching a video lesson. Maybe both/either, but use these as the starting point.

Initial check for understanding.  Before a teacher begins to assess "did they just get what they were taught." The kids should be asking that question of themselves through reflection ( such as a 3-5 sentence summary at the end of notes), or some kind of practice questions/problems.

see: performance, feedback, revision

Here's what COULD be done in person, but might just as well be online too:

Discussions.  Discussions are a debatable classroom necessity. It used to be that this was obviously a must-do in person. But, do all students really participate and contribute in classroom discussions? 

With online discussion boards in our Learning Management Systems or even video based discussions like Flipgrid, we can ensure that ALL students have a voice, and that they are discussing what they've learned; responding to prompts from the teacher that push them to go deeper and begin to apply what they learn.

By responding, students are checking their own learning (you can't speak thoughtfully about a topic without having learned it), and the teacher can use this as a formative assessment.  Now, this could start online and then spill into class too. See: blended and online discussions. Or it could just be done online by itself


Review.  Ever heard of the Curve of Forgetting?  People begin forgetting as soon as they learn something.

https://commons.wikimedia.org/wiki/File:Ebbinghaus%E2%80%99s_Forgetting_Curve_(Figure_1).jpg

With frequent practice through online and in person activities, the information comes back quicker and becomes part of our long-term memory.  Tools like quizlet, implemented on a regular basis, can be super powerful in retaining information.  Teachers have so many different ways of doing this, I'm no going to go into it at this time.

Modified from https://commons.wikimedia.org/wiki/File:Ebbinghaus%E2%80%99s_Forgetting_Curve_(Figure_1).jpg

Independent Learning/Practice:  Whether it's a worksheet, practice problems, or independent practice of some kind, this is where it can be debatable whether it needs to be done in person or can be done online.  Typically in these activities, the cognitive load increases, and thus the need for support increases.  

The role of the teacher as facilitator means we are there to help fill in gaps in understanding, or help ask questions that facilitate the discovery of those gaps in our students.  This is our value added.

If we were forced to do this in a remote learning scenario, such as the one COVID-19 is requiring us to consider, we need to think about how we as teachers can check-in with our students, or how our students could seek out help from us when we need it.

Here's what SHOULD be done in person, and why we need students in class.

As more and more jobs are being replaced by automation, it's becoming increasingly clear that jobs that are not and will not be replaced are those where where the employees demonstrate creative problem solving skills, strong interpersonal and communication skills, and can connect to one another on a social and emotional level.  Geof Colvin wrote a book titled, Humans are Underrated, where he identifies 3 human skills that are incredibly hard for computers to replicate:

• Empathy
• Creative problem solving
• Story telling and it's impact on human behavior

Here's a short excerpt of a talk where he highlights these three:

Yet, empathy is in decline in America. We need to be creating learning opportunties and collaborative projects that push our students to develop these essential human skills, and work in creative problem solving tasks. We need these done in class and in person, with the support of the teacher, because this is REALLY hard to do remotely.

The early 2000s saw a dramatic rise in employees working from home, yet more and more companies are calling back their employees from telecommuting (Current COVID-19 status notwithstanding).  See the article Why are Big Companies Calling Back Their Remote Workers Back to the Office? 

It's because they've lost the edge you get when people are working together. They're less innovative. Less creative. Less collaborative. This is despite, and in the face of, technologies that allow us to interact at any time.

Final Thoughts

Can we just close school for the year and teach remotely? 

Will students be able to learn and stay on track?

Yes.

We can deliver content, check for understanding, and engage students to apply what they've learned.  We can use digital tools to track all of this and ensure they are learning it.

Will student go deeper with that learning? 

Will they develop essential skills that will help them in the future?

Probably not.


We need our students in class, with our teachers, but only if they are teaching smart; using technology and time in a way that truly enhances learning and teaches our students essential skills they will need in the future.

So in this most current case, I hope the school doesn't shut down, but if it does, I will actually be a little glad because I think it will force all of us to pause and think deeply about what we do in class, and how much of it could be pushed online to do more important things in class.

I'm especially looking forward to having these conversations with my colleagues.


Thanks for reading. Please post thoughts to comments.

3 Station Rotation that starts with whole class direct instruction

This post is a minor tweak to my previous post on the 3 station rotation, and the final post in this 4 part series in station rotation.

--> See the two station rotation and the two station rotation with teacher check in as the background to this post.

The only difference in this model is that the class period would start with whole-class direct instruction, and then segue into the rotations stations. 

If you currently spend a large chunk of class time lecturing and going over practice examples, this might be an ideal first step into the station rotation model.  

How it works:
In a 90 minute block, this would translate to 15 minutes for direct instruction, 15 minute stations each, and then 30 minutes total at the front and back end for warm ups, recap, and clean up.

Start by streamlining your instruction to be 15 minutes or less, and just content.  Minimize the Q&A time because this will come out in the stations. Then, push the practice and examples to the stations.  As I described in the previous post, you as the teacher can be in one of those stations doing the practice with student and giving them more personalized formative feedback.  Here you can reteach as needed. 

The other stations allow students to engage with the content in other ways (individually and collaboratively, online vs. offline, speaking/listening and writing, etc.).  See my examples in the previous posts for ideas of what you could do, and subject specific examples.

3 Station Rotation

This is blog post 3 of 4 on station rotations.  Previously I wrote about splitting the class in two, cycling for example between online and offline activities.  That was followed up by my second post that involves the teacher pulling students out one at a time to conference and give specific formative feedback.  Again, shoutout to Catlin Tucker who was the inspiration behind these posts.

This post builds on the two station rotation models and fully forms a third station around the teacher.  In this model the class is broken into thirds and the teacher plays an essential role in that station.  In this setting  the teacher could be giving small group instruction, small group practice, and/or specific feedback.  

The Stations:
I would again refer you back to the first post in this series about the two station rotation model.  The two stations without the teacher could be an online vs offline pairing, or an individual processing vs collaborative group dichotomy.

It's important to make sure the three stations can function independently of one another since kids will be starting at each of the three.

The Role of the Teacher
While the teacher can certainly use this opportunity to give direct instruction, I would strongly encourage the teacher to do less talking AT the students, and more talking WITH them in this group.   Let's take some things you might do normally in class, that you could do in this small group.

Instead of....    try.....

1.  Instead of a whole class discussion, try having the discussion in the station.  Let's be honest. Most class discussion are really just a handful of kids talking with the teacher. More students are silent than speaking.  In a small group you will hear from more students, and different things might come up in different groups.  What's more, you could always share out at the end with the larger class.
2.  Instead of doing practice problems with the class, try doing those in your teacher station.  Even if it's the EXACT same thing you would do with the whole class, going over practice problems in a smaller group is more accessible and engaging for students.  It will feel like a tutoring session rather than a lecture, and you'll be able to give them better formative feedback.
3.  Instead of lecturing at all, try using the your valuable time with students to help them understand the material rather than just give them the material.  Use the other stations, or homework, to expose them to the new content. Whether that's a video lesson, a reading assignment, or prior research, have students become exposed to the the content prior to class, and then use your time with them to help UNDERSTAND that material.  You probably know what the common misconceptions are, so use this time to address them.

My personal experience
I try to keep my writings on these topics as subject agnostic as possible, but that might come across as vague sometimes.  So here's an example of how I would do this in my Biology class.

• Homework: Students watch vodcast (10 min video lesson on photosynthesis) all centered around the driving question: How can a tree grow so tall?  Students take notes at home, and complete a short non-graded Check for Understanding (CFU) Quiz.  In class, students start with a  10 minute warm up- questions reflecting on what was learned last night.  Then we break into stations.

• Stations:

• Individual Processing: I would have students create a model (in NGSS speak, this is a diagram or drawing) answering the driving question.  Essentially this is outlining the process of photosynthesis.  This would be paired with a Flipgrid discussion post asking them to describe in 1-2 minutes the relationship between structure and function in photosynthesis and how that helps us answer our driving question.  They will use the diagram they created to support their explanation.  If needed, students can step outside to record their video real quick.  In the next class I would use the new AR feature to embed that video on their notebook page (look for a blog post on this later).

• Small Group Work: In this step I would have them do a small mini-lab or demonstration.  This could be a virtual lab on photosynthesis like this one, or something like the leaf disc activity.  They would do a quick CER statement based on the results of their mini-lab.

• Teacher Station: In this station I would have them sit near my whiteboard where I would have diagrams of photosynthesis.  I would use this time to ask them questions, give them feedback, and even put them in the role of teacher to explain to me and the group what was happening.  They could sketchnote as we go.

• End of the period recap: The last ten minutes I would have students put the room back together, turn in their work, and complete an exit ticket called a 3:2:1

3:2:1 Exit Ticket:

On a piece of scratch paper write:

3- Three essential understandings about photosynthesis.

2- Topics or ideas you are still struggling with.

1- Question you (still) have.

Some final thoughts:

• In my opinion, a station rotation lesson like this would be highly student-centered.  They would be pushed to think, work collaboratively, and engage with a challenging topic in a variety of ways.  
• The lesson is not completely dependent on technology (it's merely used to enhance, add accountability, and promote student voice).  
• Students get verbal formative feedback from the teacher.  
• Students are doing lab work, and relating concepts learned to empirical data collected.  Plus, since the lab part is just a station I don't have to set that lab up for 8 student groups, which makes it easier to set up and tear down.  
• And lastly, they're not in their seat the whole time.  They're getting up and moving at least three different times, and in the case of the lab work, might be up on their feet the whole time.  

I think an approach like this opens so many possibilities.  How could you use it in your own context?

Two Station Rotation, with teacher check-in

Stations are not just for elementary school! Stations are a great way to break up a class period by providing the opportunity for students to interact within our courses in multiple modes.  In my previous post I discussed a variety of options one could do in a two station rotation (read the specifics here), but basically you can have students flip between online and offline activities, reading vs writing, independent work vs. collaborative work, and much more.  Shoutout to Catlin Tucker who has been my inspiration for posts on these topics.

In my previous post I said that the role of the teacher was to either bounce between the two stations, or spend all of their time at one of the stations.  This variation actually makes a separate station where the teacher calls students up for a short conference.

Role of the Teacher
What is the role of the teacher in the classroom? 

Our role is becoming less the keeper and deliver of content, and more the facilitator of learning.  We help student understand the challenging material. We bridge gaps.  This station model creates an opportunity for us to give formative feedback, target instruction, and give the individual attention students need.

How it works:
Split the class in two halves (again, see previous post).  The teacher then sets up at a neutral location, ideally somewhere they can still see the two groups and kind of make sure they are staying on task.  If students are on laptops, it's probably a good idea have them turned in a way such that a quick glance will show whether they are on task or not.

In a hypothetical 90 min block period with 36 kids, this would give the teacher about 2 minutes per student.  If the teacher called two students up together, that would be 4 minutes.  Smaller classes mean you more time.  Two minutes may seem really quick, but if properly targeted, that may be all you need!  If you're not doing this now, ANY one-one time is better than none.

What does the teacher do in the conference?
It's all about individual attention.  It's about formative feedback.  Here are just some ideas, organized by subject, but really these are interdisciplinary ideas.

• ENGLISH: Specific feedback on their writing.  You and the student pull up an essay they are currently working on (perhaps student are writing the essay in one of the stations), and you give specific feedback then and there on a specific element of the essay.  Do it now, and you don't have to do it later when they turn the essay in!

• MATH: Working a problem together.  Have students work a problem or two in front of you allows you to see their process and give them specific advice and feedback.  Perhaps here you go over some recent quiz results, or give them some insightful hints that will help them remember the challenging material.

• SCIENCE: Lab Report. Grade a lab report with the student right there!  The day following a lab do a station rotation and have the student come up read the lab report with them right there. Score on the rubric as you verbally give them their feedback.  Help fill in the gaps, reinforce the essential learning of the lab, and SAVE YOURSELF TIME GRADING later!

• WORLD LANGUAGES: One on one conversation.   This one seems the most obvious. The best way to learn a language is to speak and listen in the language, especially with a fluent speak who can give immediate feedback.  You as a teacher can easily do this in a couple minutes with 1-3 students.

• SOCIAL STUDIES: DBQ: Review a DBQ they recently wrote.  Give them specific feedback on what they wrote and how they could have done it better.  Similar to the science example above, grading it with them will save you time later, and give them much more meaningful feedback.  English and PBL examples also apply to SS.

• For the Project Based Learning Class:  Have a check in on their progress.  Ask them: What have you been working on? What problems have you encountered and what have will you do to resolve them?  What are your next steps?  This check in is a great way to build accountability and help students continue to make progress while also getting the feedback they need from you, the teacher.

This is just the beginning.  It's a protocol. Once you and your students get comfortable with the protocol, you could literally drop in any two activities for the the two halves, and there are many different strategies you could take during that conference time with students.

At the heart of this approach is giving students personalized individual instruction or support.  Feedback is only valuable to students if it can have an IMMEDIATE impact on their next steps.  This station rotation model allows you the teacher to give students feedback they can immediately use to be successful in your class.  

What's more, if you're using this approach to grade or give feedback in class, you can actually save yourself time grading in the future because you either did the grading with them or because you're not having to give them the feedback on the back end (which also is too late anyway).

Check out my next post on the 3 station rotation...

Station Rotation: The two station model

Stations are not just for elementary schools to use.  Stations work in secondary too, especially in the context of long block periods.  This is the first in a 4 part blog post series on ways of implementing and tailoring station rotation to various types of classes.  I was inspired to write these posts after listening to Catlin Tucker's Fall Cue Keynote where she pushed teachers to use station rotations more often as a way to blend online with in person work, and streamline workflow to engage students while also creating balance for the teachers.  Her talk really resonated with me my evolution as a teacher, and really inspired me to elaborate on it more and share with the teachers I serve in LGSUHSD.  So, check out the next 4 posts and try one or all of them!

The Two Station Rotation
The graphic above shows what it looks like generally, but read below to see the many ways it could be personalized and adapted to your subject, and day to day.

Role of the Teacher

Depending on the two stations, the teacher could be alternating between the two stations or be spending most of their time at one.  The point is for the teacher to take advantage of the learning opportunities that have been created to check in with students and give them the feedback they need.

How to split: 

Splitting is simple. Split the class in half by either drawing a line down the middle of the room and splitting them, or count the kids off by two.  You can even predetermine who you want in the groups.  Have students move the desks so there's clearly two halves.

What can you do in the two halves?

Online vs Offline

Students should not be on computers an entire period. Nor should students never work on the computers.  It's about a blend of the two, and harnessing online and offline content together you will get the most out of your students and class time.  If you have computers, one group can be doing work online, while the other group can be doing something offline/analog.

Types of online work:

• Content delivery: students watch a video and take notes (this could be your own screencast, someone else's, or some other video.  Make sure students have headphones if they will be watching a video
• Online discussion: Have students complete an online discussion such as Canvas.
• Flipgrid: Students answer discussion questions on Flipgrid. In this case, these students might go outside to record their responses.
• Writing: Students are working on an essay, DBQ, project, lab report, etc.
• Formative quizzes on Canvas, Quizizz, Quizlet, etc.
• Virtual Labs or online simulations
• There are endless online opportunities.

Types of offline work

• Reading
• Diagraming
• Journaling/reflecting
• Lab work
• Working with manipulatives or other kinesthetic activities.
• Practice Problems
• Anything really.

Reading vs Speaking/Listening
Have students read an article, book, or textbook.  Silent sustained reading is crucial and something they probably don't do much of at home.  Perhaps have students go outside (within eye sight of the room), find a quiet place, and read for a bit.  Those students inside are up out of their seats talking about prompts you have created.  Perhaps you're using some of the discussion strategies I've blogged about before.


Writing vs. Listening

Say students are working on a project or essay, but you still have content to deliver.  Split the class in half.  One half continues to work on their project or essay, while the other half joins you for your direct instruction.  Students listen to you, take notes, and potentially have more opportunity to ask questions.  You also have the opportunity to call on students more frequently, and check for understanding easier.

If this sounds like you will be doubling your lecturing, you will.  Perhaps it's something you could screencast and students could watch and listen to prior to class, or as a separate station, thereby freeing you up for helping them with that understanding rather than just delivering content.  Something to think about....


Collaboration vs Individual Work

Students need to be BOTH collaborative members of a team and able to work independently. So why not split the class into those two groups?

Types of Collaborative Work:

• Projects
• Labs
• Collaborative Essays
• Poster Paper Presentations

Types of Independent Work:

• Essay writing
• Lab report writing
• Journalling/blogging/reflecting
• Reading
• Practice Problems
• Any of the online/offline items listed above

The two station rotation has endless opportunities for variety.  Pick any two activities that would provide value in your class, and plug them in.  Ultimately this shifts the focus to be more student-centered, while simultaneously freeing the teacher to do what they do best: help students understand and grow.  Next see my post on how you can tweak this just slightly to give more personalized attention to students.

7 Powerful Ways to Use Google Forms

It's not about the technology; it's how you use it to enhance or transform your pedagogy. Google Forms can quickly give you this enhancement. Here are 7 quick but powerful ways to leverage Google Forms in the classroom to improve accountability, increase student metacognition, as well as help you grow as an educator.

Student tracking during independent projects:

Have a standing form that students complete in class to track what they’ve worked on, what challenges they’ve encountered, and what their next steps are.  Variations can include having students complete at the start of class, and have a question that identifies if they need help from you. Use a color coding system: red- I’m stuck, I need your help, yellow- I’m having a hard time, but managing, green- I’m all good.  Use this template to begin your own.

Unit concept checks

What are the essentials understandings of a unit? Do students know them? Are they asked to evaluate their understanding throughout the unit? Use this form as a template to 1) identify the essentials for a unit, and 2) have students rate their understanding.  Have them complete this in the beginning, middle, and near the end of the unit for you and the students to identify gaps in their learning or understanding.  

Tracking your own work

Ever wish you could capture some feedback at the end of a lesson for you to use in lesson planning next year? Have a quick form you complete at the end of a class as an organized way of reminding you next year. Use this form as a template.  Bookmark it on your computer and complete at the end of a bad lesson, or set a reminder to do it once a week at a convenient time.  Pull up the spreadsheet next year at the start of each unit.

Rubrics

While Canvas Rubrics are great for grading (We use Canvas in our district), they’re not the best for data analysis.  Make your rubric a Google Form. You can complete the rubric as you grade. Each student gets a new submission.  OR, you can have a TA, or even your students, input rubric data so you can analyze later. Give them the link to the form and have them complete it after you’ve passed back the assignment.  Here’s an example of a DBQ rubric. Use it as a template to make your own.   If you give a common assessment with colleagues, all of you can use the same rubric and then be able to compare your data with theirs to help calibrate your common assignments/assessments.

Exit Tickets (Including end of week)

Have students track what they’ve learned by completing an end of the week exit ticket.  This helps them track what they’ve learned over the week, and collectively over the semester.  It also helps you get some formative feedback. Use this template to make your own. 

Assessment Debriefs

Did you recently give an assessment and want students to reflect?  Use this template to have students reflect on how they prepared for the assessment and its relation to their performance.  Help students learn from their mistakes in order to improve in the future. You could even use this as a way for students to earn some points back.

End of Semester Student Survey

Having students give us feedback can be a powerful way to improve as teachers. While it may feel scary because feedback can be critical and sometimes taken personally, if we can look at the data objectively and ask ourselves how can I improve as a teacher?, then we can and will be better for our students. LGSUHSD has been requiring all non-tenured teachers to administer a student survey as part of the reflective process since 2013. This practice helps inform them of how they can improve. Click on this link to make your own copy of the survey to give to your students. You can add any questions you’d like. NO ONE will see the data but you.  (note this link will only work for teachers of lgsuhsd)

There are many many many more uses for Google Forms.  Matt Miller of Ditch that Textbook has this post, 20 Practical Ways to Use Google Forms, and I definitely recommend you check it out if you want more.

Thanks No Thanks, PG&E

If you follow me on social media, you might have seen my snarky tweet last week:

 That was because PG&E had shut off power to my house because of the "Public Safety Power Shutoff" and they were being coy about when it would come back on.

Just a couple of days earlier our schools were told we may lose power, and principals at both schools sent emails notifying staff that we could lose power at schools, but school would likely be in session.  In an email to all staff, Saratoga Principal Greg Louie wrote:

Tomorrow might be an opportunity to collect different kinds of evidence: teaching and learning without electricity!

We don't expect an outage to occur, but if we start the day without power or the power goes out during the school day, the plan is to keep teaching in classrooms and spaces with natural light.  Please develop a backup plan if your instructional activities involve your projector, computer(s), internet, etc.

And so, teachers prepped for the next day preparing for a day without power (including no Internet).  And that last line got me thinking.

Good teaching is good teaching.  Do we really need power to be engaging and effective teachers?  Technology is supposed to enhance, or even transform what we do, but I don't think it's always critical.  If we're just substituting technology for something analog, ie something we could do without power, is it really worth doing?

And that got me really thinking:

What if you had no power or Internet, but could get it for just 20 minutes in your class? How would you use it?  Would it enhance, or transform what you were doing without power?

Technology shouldn't necessarily be used every period, all period. An effective use of technology is one in which it is chunked, and blended with good instruction: lessons with high student interaction and engagement. Relevant learning experiences.  Rigorous, but attainable, content.

Effective use of technology is one in which the tech is "invisible." This means that the teacher has created a learning environment so effective that it's not about the tech tool they're using. It's merely a means to end.

So let's use this (potential) inconvenience brought upon us by PG&E, and say no thanks to power being shut off, but thank you for sparking a thought experiment that helps us evaluate how, and why we're using technology in the classroom.  

As you plan a lesson with technology, ask yourself some of these questions:

• Why am I using this technology? What is the goal of my lesson that this tech helps facilitate?

• Would my lesson be the same, or worse, if I had no power?

• If I only had 20 minutes of power and Internet, how would I maximize those minutes to enhance my instruction and better support students?

I'm curious to hear what people did. If you planned a lesson sans power, did you teach that lesson anyway?  Did you have any a-ha's as you planned the lesson?  Would a lack of power even affect you?  I'd love to hear your thoughts. Especially how you would use those 20 minutes! Please comment below.

Oh, and I got my power back Friday night. Thanks No Thanks, PG&E.