hybrid best practices
TRANSCRIPT
Hybrid Best Practices
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Fundamentals of Effective Hybrid
Instruction
March 30, 2021
Hybrid Teachers Are Superheroes
Hailey Rebyak
What’s effective about Hailey’s hybrid instruction?
Add your Ideas to the Chat
What is something from this clip that
you could use right away?
Hailey Rebyak
• Pacing. Hailey moves between both in class and remote
students seamlessly and quickly—ensuring all students feel
included and signals all students should be ready to
participate.
• One-Class; One Community. Hailey responds to Daveon’s
comment (from home) with a follow-on to Aiden (e.g., “What
else did we say?”) who’s in class. Moves like this one
encourage students to connect across locations.
• Systems & Routines. Hailey established and practiced
procedures beyond hand-raising (e.g., muting & un-muting;
projecting voice).
Kids Content
“Routines strip out redundant decision costs, reduce the amount of
novel information that we have to process, and make the most of our
ability to think less about things we repeatedly do so we can focus on
what matters most: our kids and the content.”
—Peps McCrea, Motivated Teaching
Systems & Routines
Clarity on What to Do
“One” Classroom
Agenda
Mika Salazar
What’s effective about how Mika rolls out her system for
muting/unmuting microphones? Why is this important?
Mika Salazar
• Rollout: Mika is clear and concise about her expectations for
unmuting/muting. She also models them as she describes them.
Implicit in her rollout is the “why”: this matters because it will
enable us to hear and be heard.
• Muting/Unmuting. Mika is systematic in how she sets students up
for success with unmuting their microphones so voices can be
heard with few technical issues.
• Roomers and Zoomers: Mika’s nickname for each subgroup is as
endearing as it is practical. It’s fun and sticky, and allows her to
efficiently address students from different locations.
• Scaffolded Practice. She eases students into the system by
initially having them practice unmuting/muting with a fun,
community-building question before having them use it with a
more academic question. This frees students up to focus on
remembering the procedure before she shifts their attention to
more challenging content.
Other Routines to Consider Adapting
• Volunteers. How will Zoomers show they want to participate?
• Turn & Talk. Pair a Zoomer(s) with one Roomer.
• Independent Practice
• Progress Updates: “Zoomers, send a chat directly to me that
says ‘done’ once you’ve completed the task.”
Add your Ideas to the Chat
What systems and routines need
to be in place to ensure that…
• We can see each other?
• We can hear each other?
Teacher’s Cart
Screen for Projector
LCD
Projector
Mika’s Classroom Setup
ALL Students
visible on Zoom in
“Gallery View”
Speaker Speaker
Systems & Routines
Clarity on What to Do
“One” Classroom
Agenda
Kathleen Golden
What does Kathleen do to ensure both in-person and remote
students are clear on What to Do?
Kathleen Golden
Teacher Direction to Roomers Direction to Zoomers
Kathleen • Example 1: “Write it on your
whiteboard. Hold it up when
it’s ready.”
• Example 2: ”Go ahead and
just write it nice and big on
your whiteboards.”
• Example 1: “Write in the chat.
Do not send it yet.”
• Example 2: “There’s going to
be a poll that pops up on your
screen. Answer it to the best
that you can.”
Kathleen Golden
• Double What to Do: Kathleen intentionally differentiates her
directions for each group (Zoomers and Roomers). This helps
her set ALL students up for success.
• Visual & Verbal: She pairs verbal directions with visual supports
(Doc Cam)
• Same Task, Different Places: Although the language of
directions slightly differ, the task for Roomers and Zoomers
essentially remains the same.
Double What To Do
Key Idea: When you want your Zoomers and Roomers to complete a
different version of a task, script and deliver two sets of What to Do
directions that reflect your expectations for each. Prioritize this planning
for a few of your most important and/or recurring tasks
Hybrid Daily Planning Template
Task/Description Directions for “Roomers” Directions for “Zoomers”
Task/Description Directions for “Roomers” Directions for “Zoomers”
Do Now
Description: Give students
two minutes to respond to the
warm-up question using their
notes from yesterday’s
lecture.
What to Do: “Roomers, take two
minutes to share your
responses in your handout on
page X”
What to Do: “Zoomers, take two
minutes to share your response
directly with me in the Chat.”
Systems & Routines
Clarity on What to Do
“One Classroom”
Agenda
Jill Mattis
What’s effective about Jill’s hybrid instruction? How does she help
students feel like they are a part of “one” cohesive classroom?
Add your Ideas to the Chat
What is something from this clip that
you could use right away?
Jill Mattis
• Equity of Voice/ Balanced Participation. Jill expertly toggles between in-
person and remote learners. She also switches up her Means of
Participation (Volunteers & Cold Call), which makes discussion feel dynamic
and inclusive.
• Follow-Ons: Jill uses simple prompts to encourage students across
subgroups to respond directly to and build off their peers’ comments (e.g.,
“What else?”/ “Say more.”/”What do you think?” etc.)
• No Partitioning: In-person and remote are so accustomed to these teachers’
cultures of active participation that she never explicitly differentiates
between “Zoomers” and “Roomers.” All students—regardless of location—
feel like they are a part of ”one” classroom.
Layout of Jill Mattis’s Classroom
Interactive White Board
Camera
6’ 6’
6’
“One Classroom”
Key Idea: As much as possible, help your in-person and remote
learners to feel like they are equally valued members of a
cohesive community. Two steps: 1) Ensure all students are seen
and heard; 2) Ensure all students feel seen and heard
• Turn and Talks/Tasks: Build students’ comfort and connection with each
others by giving them meaningful opportunities to collaborate via Turn &
Talks/Tasks.
• Tip: For Turn & Tasks with three or more, assign one “Roomer” to
each breakout room with Zoomers.
• Online Show Call: Help both Roomers and Zoomers feel seen and
celebrated for their ideas by publicly displaying their work
• Narrate the Positive: Share out what students do to improve and build
upon their learning.
• Peer-to-Peer Shout outs: Encourage your students to find and share bright
spots in their peers’ work—so that they can replicate it in their own work.
Hasan Clayton
How does Hasan help students feel seen & heard?
What are other ways you build community in your Hybrid
classroom?
• Double Chat. Routinely start each lesson with two opening
questions: one academic and the other more fun (e.g.,
Hasan’s: “Would you rather...?” questions)
• Universal Language. Refer to your Roomers and Zoomers as a
collective (e.g., “we”/“us”/“ours.”).
Hasan Clayton
