This document discusses strategies for managing hybrid learning during the COVID-19 pandemic. It begins by setting the context of managing schools during the Omicron surge. Key themes of equity, responsiveness, and inclusion in hybrid learning are presented. Challenges of varying levels of staff and student absence are outlined. A resilience planning framework is shared that includes business as usual, disrupted teaching, disrupted systems, and disrupted learning scenarios. Examples are given of mitigation strategies. Finally, resources for further information are provided.

1. Inspiring the next
generation of
leaders, thinkers
and problem-
solvers
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://futuremakers.nz/blog
Hybrid Learning:
Equity, Inclusion, Responsiveness.
Te Kāhui Ako o Tarikākā online event
18 March, 2022

2. Intro and welcome
Setting the scene: focus on how we’re managing as schools and as
leaders during this time of Omicron and COVID

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

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

5. 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?

6. 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

7. Customer
Consistency of representation of branding and stock enables
seamless transitioning between physical and virtual shopping
experience, depending on personal choice and circumstance.
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.

8. Education example
School/Kura (Back end):
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.

9. Establish School Online
Learning conditions
audit
START
HERE

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

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

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

16. 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.

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

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

19. 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

20. Consider...
• How useful might this framework be in your context?
• How could it help address the equity concerns you have?
• Where could you start first?
• How might you build on what you’re already doing?
• What’s to stop you?
• What do you see as the significant teacher capability concerns?

21. Key links:
For further reading…
• Derek’s Blog: https://futuremakers.nz/blog/
• FutureMakers website: https://futuremakers.nz
• Hybrid Learning page: https://futuremakers.nz/hybrid-learning/

22. Thank You
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://futuremakers.nz/blog