Connections: Building Relationships in a Hybrid Model
Hybrid model refers to a blend of in-person and online learning. While some students have opted to learn completely online the hybrid model does have its advantages and disadvantages. In this post, I’ll discuss the hybrid model with the focus on how I build relationships with my students and how they form connections with their peers.
How students connect with their teacher
Upon first glance, the model at which we teach appears to be an online course along with students in the classroom. The students online tune into our video conferencing tool, Google Meet, and the class information is presented to students via the screen share function. My students in-class can see the lesson projected on the classroom projector, however, they also prefer to tune in on Google Meet and view the lesson. Due to COVID restrictions and social distancing, some of the desks are located in areas of the classroom where students can’t see the projector screen as clearly as they would on their computer.
The image above is how I set up for teaching both in person and online. I have my laptop connected to an external monitor as well as a large classroom TV. I keep my class’s Google Meet on my personal screen while I mirror what I’m sharing with the students on the monitor. It’s great for me to see the classroom slides on the monitor because it is easier to answer questions from the online students in the Google Meet without having to look at the TV screen. To optimize understanding of difficult concepts that are taught at a faster pace, I have opted out of using Google slides to present my lessons and instead, connecting my iPad to my computer so the students can see live annotations. This provides them a step-by-step exemplar so they understand how to approach the question. While this means that I’m unable to re-use my notes for other classes, I personally find when my students observe me work through questions and set up quantitative analysis, they are able to understand the material a lot better and increase their confidence in tackling questions on their own.
How students connect to classroom resources
Our school predominantly uses Google Workspace, which means most of our classroom resources are deployed via Google Classroom. I have had success in the past using Google Sites to collect resources and deploy worksheets, but with the condensed schedule, I found it a lot more useful to use Google Docs instead.
Here is a snapshot of how I organized my AP chemistry course. I have provided students with a breakdown of what major assessments are, the major topics for each lesson and what pre-readings they have to complete beforehand.
When students select the correct lesson number for the day, they’ll see a detailed hourly plan for the day. This includes morning and afternoon break times in conjunction with the lessons and any teaching activities that they’ll be doing. Students have access to these daily plans before the lesson so they can print out notes or handouts. This encourages students to check the daily plan beforehand so that they can come to class prepared.
How students connect to each other
I understand that there’s a lot of anxiety around sending an email to a teacher, and have noticed that students prefer chat boxes instead of composing an email, so I have created a class Google Chat Room for the class. This is so that students can contact me or each other if they have any questions. I am also aware that my students are all in various chat groups with each other; whether it is for the whole class, their lab groups, or with their friends, my students are constantly connected with each other online.
In class, there are many opportunities where my in-person students can connect with remote students. This comes in a form of group work where I place students into breakout rooms and they have their own discussions, or where remote students tune into real time experiments that are completed by the in-person students.
Making meaningful, authentic connections with students is important especially during a pandemic where interactions are so scarce. I have been asking for student feedback more frequently to determine what I need to change and incorporate so that the learning environment is conducive to their success. I’m still learning, so am happy to learn more about what you’re finding works in your classroom. Let me know in the comments below.
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Hi, I’m Isabella
I’m a chemistry teacher with a demonstrated history of working in the secondary education and non-profit industries. I have taught students with diverse backgrounds in three different countries. As a recognized Apple Distinguished Educator and Google for Education Trainer, I am skilled in educational technology, curriculum design and assessment delivery. Through this platform, I hope to share my expertise in using technology to help engage students in new ways.