Develop your hybrid learning vision
Hybrid learning builds resilient schools and caters for a variety of ākonga needs. It provides in-person and remote forms of teaching and learning that happen in parallel.
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Te aho tapu, place the learner at the centre
Te aho tapu, place the learner at the centre
Involve the school community from the outset
Involve the school community from the outset
- Involve ākonga, teachers, other school staff, whanau, hapū, iwi and the school community from the outset.
- Ensure all voices, both tangata whenua and tangata tiriti, are heard and have influence.
- Building reciprocal, learning-centred relationships between students, whānau, community, and teachers.
- Use an inquiry approach to identify needs and plan supports. For example hybrid models for younger or supported students will be significantly different from those designed for older more independent students.
- Lead professional learning conversations and opportunities to learn about hybrid approaches.
Work as a team
Work as a team
He whiringa takitahi, Ka hunahuna
He whiringa ngātahi, Ka raranga, Ka mau.
If you plait one at a time, the ends will fragment
If you weave together, it will hold.
Provide leadership for visible learning
Provide leadership for visible learning
Principal Gary Roberts talks about the importance of making learning visible to allow students to be connected and active lifelong learners.
Plan for change
Plan for change
- Build a team to lead hybrid learning design and implementation.
- Gather stories of good practice.
- Gather information to understand the hybrid learning needs of your families and communities.
- Develop a shared understanding of the drivers for change by working with kaiako, ākonga, whānau and community throughout the process.
- Develop a shared school vision for teaching and learning that captures what a change to a hybrid learning approach will achieve.
- Create an action plan that clarifies steps, consultation that includes student and whānau voice, resourcing, timelines, professional learning, and roles and responsibilities. Include provision for targeted support to meet individual needs where required.
- Monitor, support and reflect regularly. Make changes that address needs as they emerge.
Source: Informed by The 8-Step Process for Leading Change | Dr. John Kotter (opens in a new tab/window)
Useful resources
Useful resources
Hybrid learning guides
A series of guides looking at drivers, communicating with different groups, and key actions, pedagogies and principles.
Hybrid learning thought pieces
A series of thought pieces by Derek Wenmouth on hybrid learning and resilient schools. It includes a teacher guide for getting started with hybrid learning.
Publisher: Futuremakers NZ
Technology supporting the school vision
Principal Melissa Bell describes St Hilda's school vision and how technology is enabling students to learn anywhere at any time and work collaboratively both locally and globally.
Making hybrid learning sustainable
Education Gazette article on how the Ministry of Education is analysing good practice in action to develop guidance for all schools and kura on hybrid learning.
Next steps
More suggestions for implementing the strategy “Use hybrid learning approaches”:
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How to use this site
Guide to Index of the guide: Curriculum accessibility
Understand:
Strategies for action:
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Reduce barriers for year 1 to 8 studentsShow suggestions for Reduce barriers for year 1 to 8 students
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Reduce barriers for year 9–13 studentsShow suggestions for Reduce barriers for year 9–13 students
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Support reading and writingShow suggestions for Support reading and writing
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Utilise differentiation and adaption approachesShow suggestions for Utilise differentiation and adaption approaches
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Use hybrid learning approachesShow suggestions for Use hybrid learning approaches
