Gather information to guide hybrid approaches
Gathering initial and ongoing information and feedback to guide planning and action.
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Partner with whānau
Partner with whānau
Build and maintain effective relationships with whānau to sustain hybrid learning approaches.
Some discussion points for whānau conversations:
- The level of ākonga independence when learning remotely or from home. This will vary by age as well as other factors.
- The people or community who support ākonga when learning remotely.
- The resources available in the home or community, such as spaces, devices, wifi, books and learning materials.
- Cultural expectations and protocols.
- Preferred forms of communication, both to and from whānau.
- How to track communications.
Identify the support needed
Identify the support needed
Having knowledge (preferably in advance) of the personal support community that will likely be available to a student during a remote learning period will help teachers to quickly ensure that their support goes where it is most needed.
Conduct a Learning Conditions Audit
Conduct a Learning Conditions Audit
Undertake an audit of the current conditions that support learning and keep it up to date.
Derek Wenmoth's learning conditions audit process can be found on page 9 of the PDF.
Monitor impacts on student learning
Monitor impacts on student learning
It pays to adjust your expectations. Some students will do better at home then they did at school. Others will produce less than they did at school. Some reasons for this include fewer distractions, reduced availability of support from teachers and more difficulty accessing teacher aides.
Jane, Learning Support Coordinator
Keep records up to date
Keep records up to date
- Build a whole school information system
- Ensure information is easy to access by staff and leaders
- Continually update information as some situations may be quite fluid
- Use the information to provide appropriate hybrid learning support for students
Useful resources
Useful resources
How does communication support ākonga, whānau, and kaiako with hybrid learning?
Suggestions for optimising communications between staff, students and whānau.
Using information to provide the right supports for remote learners
Suggestions for determining the level of help needed for each student.
Hybrid learning from a te ao Māori perspective
Suggestions for incorporating a te ao Māori perspective in online teaching and learning.
Hybrid learning thought pieces
A series of thought pieces and step by step guides by Derek Wenmouth on hybrid learning and resilient schools.
Next steps
More suggestions for implementing the strategy “Use hybrid learning approaches”:
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Current page Gather information to guide hybrid 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 1-8 studentsShow suggestions for Reduce barriers for year 1-8 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
- Understand the need for hybrid learning
- Develop your hybrid learning vision
- Gather information to guide hybrid approaches
- Design with ākonga variability in mind
- Support ākonga and whānau during hybrid learning
