Hybrid Sandwich

What is it?

Okay, so this one isn't really a *thing* that's out there (yet!). It's more of a combination of some of the other hybrid models. After Monday's check-in meeting, you'll do a hybrid sandwich: you sandwich your in-class learning with asynchronous activities.

So your week would go like this:

Monday

  • Overview your week

  • Q & A

  • Goal setting

  • Organization

BEFORE you see me

Push out an asynchronous assignment. You might ask students to:

  • Watch a video-based instruction via EdPuzzle

  • Explore a teacher-curated resource hyperdoc

  • Read and take notes

  • Listen to a podcast

  • Engage in an online asynchronous discussion via Schoology or Flipgrid

  • Practice and Review

  • Student-generated research

  • Reflect and document learning

WHEN you see me

Everyone will see you at some point during the week. Make the most of that small-group instruction! You'll need to touch base with your full-remote students to ensure they know to meet with you during the afternoon sessions. This might include:

  • Digging deeper into the pre-work

  • Community-building

  • Modeling

  • Conferencing

  • Real-time conversations

  • Collaborating

  • Presenting

AFTER you see me

If you can't help but to move sequentially, here's where students process the information you've presented throughout the week (or weeks).

  • Group collaboration

  • Project creation

  • Essay writing

  • Reflection

  • Practice

  • Assessment

Sample Agendas and Template

Freshman English

Sample 2

Earth Science

Hybrid Sandwich Example (Janczak - Econ)

Econ

agenda template

Make a copy to edit

Benefits and challenges

benefits

  • It's simple. In this plan, it's easy to see how we're not increasing our preps; we're just structuring activities differently.

  • It embraces asynchronous instruction. This model pushes out non-teacher-centered work much like a flipped classroom.

  • It makes the most of in-person instruction. This model does not have you simultaneously Zoom-in your at-home learners. You focus on the people in front of you and give others a clear system to ask questions and engage.

Challenges

  • In a nutshell, the challenge with this model is pacing. We'll explore some options that allow for self-pacing, but here, the pacing is determined by class period and cohort.

    • Your B cohort 8th hour students get three days to do their pre-work, but then might need to turn around their post-class work over the weekend. Your 1st hour A cohort only gets a day to work on their pre-work (after what we know can be a taxing Monday).

  • Our advice is to consider having roughly an hour of pre-work, an hour of in-class work, and an hour of post-class work. To be flexible when you can with due dates, uncoupling assignments from a set structure whenever possible.

  • And, it inevitably requires significant cuts to curriculum.