As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.

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:
Building Resilient Schools

2. Trends not yet shaping education?
Potential future shocks and surprises, plausibility and impact
https://www.oecd.org/education/ceri/Brochure-Four-OECD-Scenarios-for-the-Future-of-Schooling.pdf

3. “The greatest danger in times
of turbulence is not the
turbulence – it is to act with
yesterday’s logic.”
Peter Drucker

4. Lessons from lockdown
*https://wenmoth.net/2020/07/18/why-innovate-teaching-and-learning/
**https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
“The global COVID-19 pandemic has pulled back the curtain on what our kids are
doing at school and exposed weaknesses in many of the philosophical
understandings that guide our work (both explicitly and implicitly), and in the
structures and processes that define how we work with our students and the
expectations we have of them – and of our teachers.”
Wenmoth blog post*
“The COVID-19 pandemic has created the largest disruption of education systems
in history… The crisis is exacerbating pre-existing education disparities by reducing
the opportunities for many of the most vulnerable children, youth, and adults… On
the other hand, this crisis has stimulated innovation within the education sector”.
UN Policy Brief**

5. Lessons from Lockdown
Source: Dr Carol Mutch, Auckland University

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

7. What do I want to
be during COVID?
Fear Zone
• Hoard food, toilet paper and medicines I don’t need.
• I complain all the time.
• Transmit my anger and fear related emotions to others.
• Forward all messages to others.
Learning Zone
• I stop compulsively consuming things that harm me, from
food to news.
• I start letting go of things that are out of my control.
• I identify my emotions.
• I make myself aware of the situation and think about the
best way to act.
• I verify information before I share it.
• I acknowledge everyone is trying their best.
Growth Zone
• Find a purpose.
• I think of how I can help others.
• Use my skills to service the ones in need.
• I show empathy to myself and others.
• I live in the present and focus on the future.
• I keep myself emotionally happy and transmit hope.
• I show gratefulness.
• I find ways to adapt to changes
• I practice calmness, patience, relationships and creativity.
Source: Unknown. Attributed to Dr. Monika Langeh and/or Ken Seidu, Godfrey Okumu from Nigeria and Dr. Anne Mwangi from Kenya

8. The Challenge...
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?

9. COVID-19 Scenario Resilience Planner for Schools
Number of students self-isolating due to COVID-19
Number
of
staff
self-isolating
due
to
COVID-19
Business as usual
• No or very few instances of COVID affecting the school community
• Majority of teachers and students continue to operate on-site in the
usual manner
• Occasional student or staff absences catered for as required
• Programme design focused primarily on the structures and systems that
support in-person teaching and learning.
Mitigations may include...
• No significant mitigations required or implemented.
• May involve ‘catch-up’ opportunities for students who are absent for a
period of time.
Disrupted teaching
• Significant numbers of staff affected, some for extended periods of time
for personal, family and/or related health reasons.
• Difficulty in providing staff for on-site classes, but many/most staff still
able to work from home.
• Teacher relief pool likely to be diminished, especially in areas of
specialisation.
Mitigations may include:
• Teaching in teams.
• Cross-curricular approaches.
• Teacher recorded lessons for use in class or online
Disrupted system
• Significant numbers of both staff and students self-isolating but able to
teach/learn from home.
• High level of turnover of staff and students attending in-person at school
• Ability to support on-site activity impacted greatly.
• Structures and systems for in-person instruction no longer sufficient
• Increased likelihood of school having to close for periods of time
Mitigations may include:
• Reconceptualising “school” as providing access to learning regardless of
physical location.
• Emphasis on learner agency, personalised pathways, IEPs, home support.
• A fully hybrid model.
Disrupted learning
• COVID cases spread widely in the school community
• Significant numbers of students self-isolating, some from larger families
so affected for extended periods of time (until last member of the family
has recovered).
• Challenge providing in-person continuity of learning with so many
students coming and going intermittently.
Mitigations may include:
• Provision of learning materials/programmes online
• Broadcast/recorded in-class sessions available online
• Online mentoring sessions for students learning at home
None
None
Many
Many

10. Looking to the future…
Fullan and Quinn - https://bit.ly/39sdxtG
A three – phase approach…

11. Business example
Warehouse
Back-end systems, inventory management,
customer management, stock control,
distribution systems etc.
Retail Store:
Physical interface providng customer access to
goods and services and in-person support.
Caters well for local customers and those
prefering a tactile experience.
Online Store:
Virtual interface providing access to goods and
services and virtual support. Offers convenience for
those without time to travel to a physical localtion,
and potential to reach wider customer base.
Customer
Consistency of representation of branding and stock enables
seamless transitioning between physical and virtual shopping
experience, depending on personal choice and circumstance.

12. Education example
School/Kura:
Back-end systems, resources, curriculum,
student management, records of learning etc.
Online Learning Space:
Virtual interface bringing teachers and learners
together. Online access to resources and participation
in learning activity.
Teachers/learners
Able to participate in the teaching/learning process regardless
of location, and able to transition easily between each space
without being disadvantaged.
Physical Learning Space:
Physical interface bringing teachers and
learners together. Physical access to resources
and participation in learning activity.

13. Hybrid
Learning?
• Many schools still asking
teachers to teach both
ways at once
• Combining remote and in-
person learning led to
chaos, study finds.
https://hechingerreport.org/proof-points-combining-
remote-and-in-person-learning-led-to-chaos-study-
finds/ (January, 2020)

14. Moving online...
Flipped Classroom model
Enriched virtual model
Rotation model
Students are able to access their learning online from home or from school,
and where students complete their independent, research based aspects of
their study at home while using the time in class to participate in
collaborative or group-based activity
Similar to the flipped classroom model, but the focus of the learning design
is online in the first instance, and the in-class activity is simply one of the
spaces that may be used for various parts of the programme – where
appropriate or able to be accessed.
This practice has been around for some time but was used a lot during
COVID to address the social distancing issues. It uses the enriched virtual
approach but students are rostered on for times on-site, the rest of the
time they work from home. Many businesses are currently using this
approach to create more social space in the workplace.

15. REMOTE LEARNING
ON-SITE LEARNING
ASYNCHRONOUS
SYNCHRONOUS
Virtual collaboration via a range of online
conferencing and collaboration tools (Zoom, Meet,
Teams etc.)
Pedagogical activity may include live-streaming
instruction (teacher), virtual group discussions,
presentations etc.
May also include streaming assemblies and special
events etc.
Hybrid Teaching and Learning Scenarios
In-person collaboration in learning spaces
May be between individuals or groups
Pedagogical activity may include direct
instruction (teacher), in-person group tasks,
performances etc.
May also include whole class or whole school
events such as assemblies.
Learning content and instruction provided via a range
of online platforms that enable both online and offline
learning activity
May include viewing of recorded live-streamed content
Virtual group collaborative learning using shared
documents and feedback
Some online platforms provide tools for tracking
participation
Pedagogical activity may include recorded teacher
instruction, interactive online activity,
Individual (or small group) focus on learning tasks
in a range of learning spaces, including
classrooms, libraries etc.
Teacher available for in-person supervision,
support and guidance.
Pedagogical activity may include direct
instruction (teacher), in-person group tasks,
performances etc.
Includes access to learning content and activity
using digital tools/environments.

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

17. Are Students Ready to Thrive
in an Interconnected World?
Exploring students’ ability to…
• examine issues of local, global and cultural
significance;
• understand and appreciate the perspectives
and world-views of others;
• engage in open, appropriate and effective
interactions across cultures; and
• take action for collective well-being and
sustainable development.
https://www.oecd.org/pisa/publications/pisa-2018-results-volume-vi-d5f68679-en.htm

18. Establish School Online
Template Planning
Learning conditions
audit
START
HERE
Professional
Development
Design Learning
Moitor progress
and achievement
Review and refine
LEARNING
CONTENT
LEARNING
ACTIVITY
ASSESSMENT
FOR & OF
LEARNING

19. Resources available
Provides a conceptual overview
for education leaders and
communities. Introduces hybrid
as a solution.
https://futuremakers.nz/thought-pieces/
Designed as a guide for
educators with practical advice
for moving to a hybrid model in
their own context.

20. “Back to normal
is forward to extinction”
Michael Fullan, October 2020

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