Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.

1. Inspiring the next
generation of
leaders, thinkers
and problem-
solvers
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.futuremakers.nz/blog
Hybrid Learning:
Taking a strategic approach
Leadership and SLT group

2. What this webinar will address...
• Background on hybrid learning – drivers and response
• Building resilient schools through hybrid learning
• Achieving whole-school coherence and alignment
• Monitoring and measuring progress
• Leading and sustaining change

3. HYBRID LEARNING – DRIVERS
AND RESPONSE

4. The Challenge (as at November, 2021)...
How prepared will educators, schools/kura and our system be in 2022 if any
of the following were to occur…
• Up to 30 per cent of students are self-isolating at any given time because
of exposure to COVID-19?
• Up to a quarter of staff are unable to be at school in-person because they
are self-isolating?
• Staff and students are coming and going from school at irregular and
unpredictable times due to the self-isolation requirements?
• Some students are away for extended periods (more than a term) due
them being a part of a large family and so having to remain isolated until
the last person in the family group has recovered?

5. Disruption
becoming more
frequent and
severe
https://www.mckinsey.com/business-functions/risk-and-resilience/our-insights/the-resilience-imperative-succeeding-in-uncertain-times
Not a short
term thing!

6. A narrow view?
• Countries have taken a "narrow view" to Covid-19 by treating the
pandemic as a public health crisis, rather than one that had much wider
implications.
• "It's fair to say that it'd be very foolish of governments within the
multilateral system to see this pandemic as a single, exceptional event."
Professor Sir Peter Gluckman
• This report comes a year after a major report by the Independent Panel for Pandemic
Preparedness and Response, co-chaired by former prime minister Helen Clark, which called for
similar changes – yet little progress had been made.
https://council.science/wp-content/uploads/2020/06/UnprecedentedAndUnfinished-OnlineVersionLight.pdf

7. What are schools planning?
• Result of poll conducted
by national president of
NZPF – week of 14 March
• Question: to what extent
will teaching and
learning practices change
in your school post covid?

8. Towards a definition
• a comprehensive approach to designing and delivering learning that combines the best
parts of face-to-face and online learning to create the ideal learning experience for each
learner.
• an educational model that operates independently of location, where students are able
to attend class in-person, while others join the class virtually from home (or other
locations) – and to transition seamlessly between locations.
• the combination of on-site and virtual learning design to create a singular learning
experience without any weak spots.
• tailored to the learning format, whether it be in-person or online.

9. BUILDING RESILIENT
SCHOOLS

10. Hybrid
Learning?
Hybrid learning is not
simply another delivery
mode…
… it is a means to a
transformed state for
education.
Derek Wenmoth

11. Hybrid Learning
• An educational model that operates independently of
location, where students and teachers are able to attend
class in-person, while others join the class virtually from
home (or other locations) – and to transition seamlessly
between locations.
• Combining the best parts of face-to-face and online
learning to create the ideal learning experience for each
learner.
• Emphasis on using online environment and digital tools
to share learning content and teaching to be accessed
on-site or remotely.
Current focus
https://futuremakers.nz/hybrid-learning-means-to-an-end/

12. Resilient schools, resilient system
• Is about designing schools and a system with greater
agility and ability to respond quickly to disruptive events,
and to the increasingly diverse needs of learners.
• Requires deep understanding the drivers for change.
• Building an ecological model based on principles of
working as a network, with high levels of system trust,
collaboration and coherence.
Transformation goal
https://futuremakers.nz/hybrid-learning-means-to-an-end/

13. Transformational approach
• Rethinking and redeveloping the systems, structures,
processes and pedagogical approaches that are used to
support what we do and how we do it, including:
• Redefining teacher roles and shifts in pedagogical approach
• Shifting the ownership of learning, increasing learner agency
• Developing distributed models of provision and shifts in
leadership models
• Enabling enrolment with multiple organisations, and
different levels
• Providing a portable record of learning belonging to the
learner
• Addressing the legislative and policy environments to
enable this.
What this will
involve
https://futuremakers.nz/hybrid-learning-means-to-an-end/

14. SCHOOL AND SYSTEM
COHERENCE

15. What’s the opportunity?
• The power of collaborative approaches to learning design and teaching
• Relationships with parents/whānau and the community as partners in the
learning process
• Learner agency, promoting self-management, self-direction
• Local curriculum – to ensure authenticity and engagement
• New measures of success and transparency in the assessment process
Seek to leverage...

18. MONITORING AND
MEASURING PROGRESS

19. Shifts in practice required*
• Equity
• Inclusion
• Learner agency
• Engagement
• Learning Content
• Learning activity
• Partnerships
• Leveraging digital
• Feedback & communication
• Assessment
Based on the emergent themes from the COVID-19 research
Practices Rationale Support
Success
measures
Name and describe
the specific
practices you
employ in your
context currently
that meet these
expectations
How is your decision
to work in this way
informed by your
beliefs, theoretical
frameworks and
understanding of
local context?
What systems,
structures,
processes and
tools do you
currently use to
enable this
approach?
What measures do
you use to
determine the
success and/or
value of this
practice? How do
you know it is
contributing to
student success?

20. Source: https://www.education.vic.gov.au/Documents/school/teachers/management/highimpactteachingstrat.pdf
High Impact Teaching

21. https://futuremakers.nz/hybrid-learning-means-to-an-end/

22. LEADING AND SUSTAINING
CHANGE

23. https://www.wipfli.com/insights/articles/op-covid-managing-fear-and-uncertainty-in-a-crisis-like-covid-19

24. Advice for leaders and SLT members...
• Start with what’s working – an appreciative approach
• Scan the environment – become critically aware
• Focus on relationships and communication
• Invest time and effort in a ‘lead team’
• Support experimentation – short cycles
• Create space for sharing experiences and celebrations of success

25. Thank You
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.wenmoth.net
https://bit.ly/3cpL4Yc