Introducing hybrid learning for teachers and kaiako in the Waikato MoE region.

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
Presentation for teachers and kaiako

2. BUILDING RESILIENT SCHOOLS

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

4. 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/

5. 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/

6. Lessons from Lockdown
Source: Dr Carol Mutch, Auckland University https://futuremakers.nz/wp-content/uploads/2022/02/COVID-19-research-compressed.pdf

7. Key Themes
Photo by Jon Tyson on Unsplash
Equity
Photo by Tom Parsons on Unsplash
Responsiveness
Photo by Audi Nissen on Unsplash
Inclusion

8. Build on what you know...
Flipped Classroom model
• Students access their learning online from home or from school
• Makes best use of the different environments
• Avoids the ‘lost homework’ dilemma
• Online becomes the place to go for information related to the learning
• Leverage the potential of asynchronous tools for collaborative editing and
feedback

9. Seek to leverage...
• 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

10. Establish School Online
Learning conditions
audit
START
HERE

11. Build online presence
• Share planning, resources and assessment info in a common, online space.
• Design with access from on-site and remotely in mind
• Consider consistent approach across the whole school

12. Tools and platforms
Synchronous
• Jamboard - interactive whiteboard
• Padlet - digital bulletin board
• Diigo - have discussions over a piece of text
• Wakelet - curate and organize content
• Kahoot - learning quiz tool
• Sli.do - ask questions, vote in polls
• Zoom – new whiteboard feature
Asynchronous
• LMS systems, e.g
• Google classroom
• Hapara
• MS Teams & OneNote
• Moodle
• Features:
• Messaging
• File sharing and annotating
• Resource access
• Video and audio embeds

13. Establish School Online
Template Planning
Learning conditions
audit
START
HERE

15. Establish School Online
Template Planning
Design Learning
LEARNING
CONTENT
LEARNING
ACTIVITY
ASSESSMENT
FOR & OF
LEARNING
Design Learning
Learning conditions
audit
START
HERE

18. Establish School Online
Template Planning
Professional
Development
Design Learning
Monitor progress
and achievement
Learning conditions
audit
START
HERE

19. Criteria
Not Yet Emerging Developing Proficient
Haven’t got to
starting this yet.
Making a start. Working with many
of the parts to build towards the
whole.
Making sense of it all now. Signs of
making it all work together.
Nailed it! This is now a part of how I
work all the time.
Undertake research to build
understanding of what is
required.
No research
completed yet.
A range of questions asked, but not
all have clear links to the design.
Sufficient research completed to help
inform the design. Some questions
missing.
Research well planned and executed.
Provides a clear direction for design
work.
Create a drawing/plan that
conveys the design, and
shows links with the
research findings.
No plan completed
yet.
Basic drawing/plan to convey the
idea of what is being built. Few, if
any, links to research evident in the
design.
Drawing/plan is sufficient to guide the
build, but some detail missing. More
links to research would be helpful.
Comprehensive drawing/plan
represents everything required to build
the product. Clear links in the design to
research.
Competently use tools and
materials through the
creating process.
Not yet
demonstrated.
Prepared to have a go with a range
of tools. Learning to select the right
tool for right purpose.
Developing confidence, prepared to
seek advice when needed. Generally
selects the right tool for the right
purpose.
Confidently and consistently uses tools
in the right way and for the right
purpose. Demonstrates care of tools.
Produce a quality final
product that matches what
was planned.
Not yet completed Final product lacks attention to
finishing detail. Evidence of
mistakes and repairs made.
Final product matches what was
planned with only minor
imperfections.
Final product is of high quality.
Finishing work is of a high standard.
Structure of a Rubric Progression headings – used consistently across all learning
experiences, providing clarity in distinguishing between each level
Indicator statements – illustrating what the evidence of success might
look like at each level for each of the criteria.
Criteria
statements
– based on
the specific
learning
objectives
identified in
the planning
template.

20. Establish School Online
Template Planning
Professional
Development
Design Learning
Monitor progress
and achievement
Review and refine
Learning conditions
audit
START
HERE

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

22. 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?

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

24. Resources Available
COVID-19 Research
Analysis of over 50 research reports
with a special focus on the role of
digital technologies in the education
response to the COVID-19 pandemic.
Resilience Planning for Schools
Provides a conceptual overview for
education leaders and communities.
Introduces hybrid as a solution.
Getting Started with Hybrid
Learning: A Teacher Guide
Designed as a guide for educators with
practical advice for moving to a hybrid
model in their own context.
Codifying Teacher Practice
Guide for schools and school leaders to
create coherent, school-wide
pedagogical approaches in a hybrid
environment.
Download from: https://futuremakers.nz/hybrid-learning

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