About the Project
About the Project
Embedded Files
The Te Tai Tokerau Hybrid Learning project was an initiative of the Northern Region Ministry of Education. Two schools were invited to explore and report on strategies that support the work of teachers and learners in a hybrid learning environment.
Bream Bay College and Bay of Islands International Academy already had a reputation for innovation in the use of digital technologies and in pedagogical practice, and were already working with their neighbouring schools which they then invited to join them in this project.
The scope of the project was deliberately open, with the expectation that participating schools and teachers would have an opportunity to trial a range of ideas and approaches and then share more widely the things they learned so that other schools could benefit.
The Ministry provided a sum of money to each of the main schools involved which could be spent on whatever was required to support the participating teachers in pursuing the ideas and approaches they wanted to explore.
Stories of Success
Stories of Success
The stories told by each of the participants in the programme are recorded in detail on this site, and provide rich insights into what motivated them, the things that worked and things that didn’t, and the shifts in practice they experienced.
At the first workshop the group identified some key themes that can be used to search these reports for more specific insights.
The themes are:
The stories of each participant are told using a presentation style of some sort, and all contain links to the particular pieces of evidence that support what is being shared - sometimes to do with the learning that took place, and sometimes to illustrate the approach that was taken.
Click the buttons below to find out more about each project.
Carmen and Kariene from Ohaeawai School used Google Sites in creative ways to allow students (and parents/whānau) to engage meaningfully in a wider range of learning activities and experiences.
Doris designed a Google Site to support her in-class teaching and using this to capture the interest of learners through the high level of sharing and ‘making learning visible’.
Sarah implemented a range of ways to increase student participation and engagement in learning at home or at school, including student support teams, provision of devices for use at home and the use of templates to guide discussion and inquiry.
Jordan and Tara from Waipu School worked collaboratively on a range of ways to increase student participation and engagement while working remotely. Engaged well with whānau in order to provide ‘wrap-around’ support for learners.
Dimpi explored a range of ways of making a Google Site engaging and interactive for learners, providing them with instructions and resources to support active learning at school or at home.
Lana experimented with a range of different strategies to increase levels of interest and engagement after interviews with students and parents/whānau.
Peter pursued a number of strategies to work with his outdoor ed and PE classes, including the use of a drone to film outdoor environments. He settled on using technology in a creative way to enable students to gain access to specialist resources during remote learning.
Raewyn invested time to kōrero and wānanga with ākonga and whānau around online learning to better inform her pedagogical practice, tools and engagement.
Richard began by contemplating the shifts in his own practice that may be required to better take advantage of the opportunities created in the online environment. He then trialed a range of ways of shifting the ownership of learning to the learners.
Sue explored three simple strategies to address low levels of engagement: promote peer partners for mutual support; increase communication with whānau; making learning active when designing online learning.
Tracey trialed a range of creative ways to provide authentic activities for her Art class students, even when normally accessed art supplies aren’t available.
Victoria explored the use of Hapara Workspace to create an easy-to-access online environment with structured support for learning. She also used Classcraft as a tool for “choice Tuesday” where students could choose what they pursued as a quest and created a class blog to share work with parents/whānau.
Gemma explored a range of fun and engaging ways of involving parents after finding that the early attempts to support students online required intensive amounts of time to develop.
Page updated
Report abuse