Participate and share: Poster 
The purpose of this presentation is to explore a real-world example of a school that utilizes both pedagogy and technology to create a consistent, equitable learning experience for K-12 students in a hybrid learning environment. This will begin with an overview of the infrastructure of OneSchool Global which requires learning to occur both synchronously and asynchronously. It will then explore challenges to equity and consistency experienced and the practical solutions to these challenges. The goal is that audience members walk away with a practical strategy or tool they can use to increase equity in their own hybrid classroom, school, or district.
• Understand key technology components of a Hybrid Classroom (LMS, SIS, VC Equipment, etc ).
• Explore the use of the Learning to Learn framework in facilitating self-directed learning among students.
• Consider what equity challenges are unique to hybrid learning environments and how to overcome these.
• Examine how to utilize technology to create an effective, consistent student experience in a hybrid learning environment.
A. Welcome & Introduction (5 min)
B. OneSchool Global Vision and Organization (10 min) OSG is made up of 122 campuses across 20 countries worldwide. We serve approximately 9,000 students in K-12 grades. Each of our students attends a school campus but may be attending classes over video conferencing with students or teachers at other campuses. In return, our teachers often teach classes where they have students on campus as well as over video conferencing. This can pose many opportunities for 21st-century skills and learning as well as unique challenges to consistency and equity for all students. Within this model, our school as an organization has pledged itself to the vision of being a global education ecosystem that develops life-ready students who learn how to learn and achieve.
C. Challenges and Inequities we faced when trying to achieve our vision (15 min):
i. Geography & Culture: With campuses in many different countries, we had many inequities that were unique to a hybrid classroom and the geography/culture of the area. (Ie: Hurricanes in the Caribbean wiping out internet).
ii. Inconsistent Technology Use by Staff: Being a hybrid environment means that we rely on technology to communicate and provide content across great distances (VC & LMS). When a district has some staff building incredible LMS pages that provide students with scaffolds and extensions, while others spend a third of class time attempting to share their screen correctly, students receive a very inconsistent learning experience.
iii. Holding Students Accountable to their own Learning Journey: In a hybrid environment, students are learning both synchronously and asynchronously. This style of learning requires a high degree of accountability for students to own their own learning journey even when there is not a teacher directly meeting with them.
iv. All of these led to an inconsistent learning experience and inequities for our students. We knew we had to do something to make sure we were achieving our vision for all students.
v. What other challenges do schools/organizations face? – Pose this question to the audience in a turn & talk format to see what else they are struggling with.
D. How we used Pedagogy and Technology to Overcome these Challenges (15 min):
i. Learning to Learn Framework: The important thing to remember is that pedagogy has to come first. If you don’t have strong teaching pedagogy, then all the technology in the world will not increase your student’s achievement. The Vision statement explains why our school and staff do what they do, but our L2L framework gives them a consistent platform for how to do it. [Play the L2L Animation – 4min] – Creates consistency in expectations and accountability of students over their own Learning Journey.
ii. We need to bridge the gap between teachers and students no matter where they are. Created an extensive Teacher Academy to train our teachers on both pedagogy and technology tools.
1. LMS – We created a consistent template that each teacher uses to provide students with all materials and resources needed for the Assignment. Create a growth mindset in our staff by designing a rubric for reflection on the Assignments created. This creates consistency in the access to learning materials and resources no matter the experience of the teacher.
2. VC & Learning Spaces – We took a similar approach to creating consistency during the Lesson for students by training our teachers extensively on VC Technology and engagement strategies for their online classroom.
iii. Give concrete examples of different trainings that have been done and how the L2L Framework looks for different subjects. Make sure the audience walks away knowing how to implement this in their own classroom all the way up to a full district.
E. Audience Questions and Examples (15 min):
What challenges are you facing that I didn’t cover? What else do you need to know to walk away feeling like you can implement something I discussed?
John Hattie - Visible Learning
Selina Samuels - Learning to Learn
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