• Students understanding the value of the hybrid model of learning for themselves and empathy for others.
• Buy-in from students in the classroom.
• Engagement from students learning from home.
• Staff capability to execute and apply online learning (possibly in real-time), and onsite learning both at the same time.
• Preparation of lesson resources in a digital context eg. lesson structure and flow, exemplars, demonstrations, resources to support content knowledge and understanding, resources to support the practical application of a subject
• Fluidly transitioning between onsite, offsite, online or a combination of all three, in a way that still allows effective teaching and learning to take place
• Timetable adaptations  
  

• are the offsite students working online during the lesson at the same time as students who are onsite?
• are the offsite students accessing the lesson information outside of the lesson time?
• are the onsite students accessing the lesson information outside of the lesson time?
• are recordings happening during the lesson and in real time, to capture the learning outcomes in class?
• are recordings being made either before or after the lesson to respond to learning outcomes associated with the lesson?
• are the recordings instructional? eg. The learning intention for the lesson is ... The following is a demonstration on how to .... etc
• are the recordings responsive? eg. In order to respond to your query on (x, y, z), let's look at/investigate/inquire into ... 
• are the recordings inclusive of a combination of instructional and responsive approaches to teaching and learning?
• are recordings being used at all?
• what combination of hybrid teaching is possible and most effective for classes of younger learners, senior students at the start of their NCEA journey or in their final year of NCEA Level 3?
• what combination of hybrid teaching is possible and most effective for large class sizes, louder classes etc?
• are the vast range of learning needs such as literacy, learning and behaviour, high ability etc still getting the same level of focus and depth, and how are these able to be met within the hybrid learning model?

taken from the Ministry of Education Hybrid Model 2022 pdf download

On our very first Teacher Only Day back at school, in one of our department meetings, I discussed one of the major changes to the teaching approaches needed to address the learning needs of students under the Red Traffic Light System.  That being, the ability to apply a hybrid approach to teaching and learning.  This was based on the experiences that my team underwent in the previous lockdowns for delivering Technology programs online to our contributing partner schools.  This, coupled with the work that we undertook as a department to ensure that the evidence-based learning captured in the end of year junior reports, accurately reflected and reported on the learning that students experienced in Auckland's extensive lockdown in 2021.

The following Ministry of Education Resource Guidance for School Leaders and Staff, refers to the 'flexibility for the learner/family/whānau', by having access to the learning resources eg. video recordings etc, at any time.  

However, the shift for my team into the Hybrid model, has also been influenced by the wider stakeholder needs (Primary Schools - teachers, students, whānau), and the teaching requirements that were needed to deliver our programs outside of our own secondary school environments.  There's nothing quite like a range of different stakeholder needs, numerous discussions negotiating the variables of our stakeholder partners, time restraints that transcend two different sectors (primary and secondary), and limited resources for at-home learning, to motivate the levels of change and adaptation by the Technology team to our teaching programs.  For this reason, the step into Hybrid learning is easily understood by the Technology department.  Not that this makes hybrid learning a piece of cake to execute (although cake would be nice), but more so that the level of understanding has enabled the team to continue making brave steps and brave choices in their teaching approach at the beginning of 2022.

And so, yet again, the Techies are embracing change.  That in itself is half of the battle won 🏆

With Year 7 and 8 Technology starting this week, we are offering a combination of the following to meet the different learning needs of our contributing primary school partners:

• Face to face learning for primary schools coming onsite
• Online learning for primary schools undertaking Technology at their own schools; including Steam Punk being delivered by our Hard Materials teacher, MBoT and Microbit Coding being delivered by our Robotics teachers, DVC online and Food Technology practical lessons being offered to primary schools on their school grounds via online teaching from our school

It's been a great start to Year 7 and 8 Technology so far this week.  We look forward to continuing for the rest of this week and beyond.

The following is Student Voice that I obtained from students in my 11DGT Class about the Hybrid strategy that I applied recording a series of Google Meet Recordings in the previous lesson, which you can read about in the link below. 

Hybrid Teaching and Learning | Take 01

Whilst the feedback is from the students were In-Class Onsite, it is still useful to learn the value that these students placed on the Hybrid Teaching Strategy using Google Meet Recordings, and also, that the students could see the benefit of the Hybrid Teaching Strategy to their own learning journey.

Also interesting to read how other schools across the globe are approaching the use of Hybrid Teaching Models with their learners Personalizing Learning through a Hybrid Model.

I've been thinking of ways to teach my students who are in front of me in the classroom, as well as enabling my learners to access the learning instructions either in real time from home, or as a rewindable resource to refer back to.

I recorded four Google Meets during the course of the lesson with my NCEA Level 1 DGT Class.  Each Google Meet addressed a different purpose in the teaching and learning process.

Meet Recording 01 - Instructions at the beginning of the lesson

The first recording is an example of what I had intended prior to the lesson.  That being, that I would record the first 5+ minutes of the lesson instructions, which would then be available to students working offsite and online.  

Meet Recording 02 - Instructions on accessing the learning videos in LearnCoach

The second recording was a refresher of how to access the learning videos in LearnCoach, for students who may not have enrolled into the LearnCoach course yet.

Meet Recording 03 - Responding to a query on capturing evidence of student work

The third recording, was when I decided to record an interaction between myself and one of the students, in order to respond to her query around capturing evidence for her work.  This wasn't initially what I had intended in terms of recording the Google Meets while in class.  However, it made perfect sense to capture the teaching and learning, both for the student who asked the question, as well as other students who may also want to know the answer to the same question.

Meet Recording 04 - Responding to a query on accessing the software application

The last recording for the session, was to assist students on how to access the software application required for this unit of work.

The following are a couple of photos of the setup to enable me to record myself in the Google Meets, and still face my learners sitting in front of me in the classroom.

Next Steps

It would be useful to get student voice and feedback of students in the classroom, as well as students who were absent from school today.  I'm interested to know how the students in the classroom were impacted by what I was doing as a teaching strategy to address the learning needs of those onsite and at home.  I'm also interested to know how the students at home, feel about the Meet recordings, and whether these are sufficient to progress the learning that they missed in class today.

Bursts and Bubbles Presentation 2021

How another lockdown period may impact the learners in your focus group?

How might your intervention look different if you continue through this period?

• Do any of your intervention plans work via distance learning?
• Is there any information about implementation of your changed practices/interventions you could collect during this time?

My target group of learners for my Inquiry 2021 will be my Year 12 NCEA Level 2 class. This group of learners were my target group from my 2020 Inquiry.

Another resource that I developed for my target group of learners during lockdown, has been to adapt the Assessment tasks from Onsite (software on workstations within the classroom) to Online (software available online).

In the week prior to lockdown, and as momentum was gaining traction on our news channels regarding the possibility of the Delta strain of Covid19 being in the community, I knew that I'd have to prepare my senior class for working online from home with their assessment.  The reason that this was so important is that the assessment that the students are working on, requires the use of industry-standard software that is located on the desktop machines in the classroom, and is not available on the chromebook type devices that students have access to at home.

In the week prior to lockdown, I aimed to prepare my students by asking them to make copies of their codes (so far) and paste these into documents that they would then have access to in their Drives.  In addition to this, I stepped the students through the process of setting up the 'alternative' website using the online application, Neocities, to accommodate their assessment requirements online.  Although the process of doing this makes sense in theory, in practice I could understand why my students would think that I was mad!  I could imagine them thinking, 'Why on earth is she making us do this?'  This is largely too because I didn't want to raise alarm or cause distress amongst my students, when everything (at that time) was business as usual ..... and then of course, the announcement was made on the 17th August, that we would move into lockdown, and here we are.

So, prior to the official lockdown announcement, a couple of the learners had set up their (Plan B) Neocities website, whilst the majority had not.

Once we entered lockdown, I recreated a website into my newly created Neocities website, of the codes that I had from the VS Code version of the same website.  VS Code being the software application that students were using onsite for their assessment.  I felt it important to model to the students that the quality of their sites would not be compromised by developing them in Neocities.  One of the students asked if they would still use VS Code once we were back in the classroom, to which I replied "yes" and that we'd just transfer the codes back to VS Code.

So, the process of adapting Assessment tasks from Onsite to Online (in terms of using an online alternative software) looks as follows:

1. I recreated a website in Neocities of the VS Code version of the same website to model this to my learners - link of this model website is included in the Assessment Workspace
2. I set up a presentation slide deck into our Assessment Workspace, to step students through the process of setting up their Neocities site, which differs to setting up their website using VS Code - link of this presentation slidedeck is included in the Assessment Workspace
3. I demonstrated the setup process in a Google Meet, and recorded the Meet as a rewindable resource for students who were not in the Meet - link of this Google Meet is included in the Assessment Workspace

In addition, the Evidence Gathering Templates for DGT that includes the Checklists, used in conjunction with Neocities resources, provide a structured guide on how students can progress through the tasks for their NCEA Level 2 Web Development assessment.

How another lockdown period may impact the learners in your focus group?

How might your intervention look different if you continue through this period?

• Do any of your intervention plans work via distance learning?
• Is there any information about implementation of your changed practices/interventions you could collect during this time?

My target group of learners for my Inquiry 2021 will be my Year 12 NCEA Level 2 class. This group of learners were my target group from my 2020 Inquiry.

Another resource that I developed for my target group of learners during lockdown, is Checklists within their Evidence Gathering Templates for NCEA Assessments.  Well it wasn't so much of a resource that I developed, but a resource that I made significant changes and adjustments to, in order for students to keep a track as to where they are up to in their assessment, and the criteria that they have created evidence for so far.

The following are the different variations of the Evidence Gathering Template, from the original template, through to the NEW and adapted templates for the various purposes.

Evidence Gathering Template [blank example] - Document to link evidence that aligns with standard criteria eg. Evidence could include Google docs, Screenshots, Screen Recordings etc - evidence gathering.  The idea behind the Evidence Gathering Template, is to include the heading or title of the evidence that I expect students to link into the EGT that directly relates to assessment criteria.  This is so that students can make the link between the assessment criteria and the work that they've completed, and of course, to have the evidence for the assessment linked into a central location for marking, and moderation.

NEW  Checklists within the EGT [student example] enables student to tick off tasks relating to standard criteria - student centred checklist.  The idea behind the Checklists within the EGT, is that students remain up to date with the work that they have completed so far, and work that is still be completed.  I have included tasks related to 'learning for learning' as well as tasks related to 'learning for assessment' in the checklist.  The reason is because sometimes my learners become confused if I only include the tasks associated with evidence for assessment, that slips over vital parts of the learning process.  Including the tasks related to 'learning for learning' enables the students to stay engaged with the project, according to a sequence or flowchart of tasks to complete from the beginning of the project, until the end of the project.

NEW  Moderation EGT [blank example] - Evidence of student work for moderation - moderation focussed.  The idea behind the Moderation EGT, is to remove any tasks that students have completed that don't directly relate to the assessment criteria, thus, only leaving the statements and evidence associated with assessment criteria in the template for moderators to cross check.