{"id":58818,"date":"2021-08-17T16:18:26","date_gmt":"2021-08-17T20:18:26","guid":{"rendered":"https:\/\/world.edu\/?p=58818"},"modified":"2021-08-17T16:18:26","modified_gmt":"2021-08-17T20:18:26","slug":"hybrid-learning-teaching-kids-in-person-and-online-at-the-same-time-robs-children-of-quality-education","status":"publish","type":"post","link":"https:\/\/world.edu\/hybrid-learning-teaching-kids-in-person-and-online-at-the-same-time-robs-children-of-quality-education\/","title":{"rendered":"\u2018Hybrid learning\u2019 \u2014 teaching kids in-person and online at the same time \u2014 robs children of quality education"},"content":{"rendered":"

\"\"
\nWith an eye on back-to-school during the COVID-19 pandemic, some education advocates in the\u00a0Greater Toronto Area\u2019s York<\/a>\u00a0and\u00a0Peel regions<\/a>\u00a0have been\u00a0calling for school boards to say no to hybrid learning<\/a>. The hybrid model forces educators to teach online and in-person at the same time.<\/p>\n

In May, the York Region District School Board\u00a0announced it would be adopting<\/a>\u00a0a hybrid model where by \u201cstudents attending face-to-face and students attending remotely will be taught simultaneously by the same educators<\/a>.\u201d The Peel District School Board plans to follow the same model\u00a0in secondary schools<\/a>. Other boards across the province are\u00a0weighing options now that families have opted for in-person or virtual schooling<\/a>.<\/p>\n

What these decisions don\u2019t show is that the hybrid learning plan for schooling in the COVID-19 pandemic is more about politics than what\u2019s best for kids.<\/p>\n

Nickel-and-diming education<\/strong><\/h4>\n

At the very time that researchers and child advocates have sounded the alarm about\u00a0kids disengaging from school during the pandemic<\/a>, Ontario\u2019s Financial Accountability Office recently announced the Ministry of Education\u2019s spending plans for the next eight years\u00a0fall $12.3 billion short of expected expenses.<\/a><\/p>\n

The early pandemic created an\u00a0emergency remote teaching<\/a>\u00a0crisis: teachers and students were forced online, unprepared. For fall 2020, Ontario\u2019s Ford government mandated separate online \u201cvirtual schools<\/a>,\u201d while also re-opening classrooms.<\/p>\n

But when the province announced in spring 2021 that school boards would have to\u00a0offer virtual learning for the entire 2021-22 school year<\/a>, amid announcements about funding allocated to \u201ckeep schools safe and support learning renewal and recovery<\/a>,\u201d\u00a0there was no mention of funding earmarked for additional teachers<\/a>. It was up to boards to structure and fund their own virtual plans.<\/p>\n

Some boards latched onto hybrid, which offers a solution for financial savings. Hybrid learning collapses virtual and face-to-face classroom options under a single teacher\u2019s salary, instead of having to hire additional teachers for virtual learning.<\/p>\n

Refusal to reduce class size<\/strong><\/h4>\n

For boards mandated to provide virtual schooling by a province unwilling to fund separate virtual schools, hybrid education may seem like the only choice.<\/p>\n

But the province\u2019s Ministry of Education has also likely created demand for a choice to keep students out of school when schools are officially open by repeatedly ignoring\u00a0health experts\u2019 calls for small class sizes<\/a>\u00a0as a COVID-19 safety measure. In the lead-up to September 2020, the Ministry of Education refused to assure families\u00a0of smaller class sizes<\/a>\u00a0to support physical distancing and COVID safety. The\u00a0same is true this year<\/a>.<\/p>\n

Hybrid learning, then, isn\u2019t a choice so much as an abdication of responsibility by the province. And it doubles demand on teachers, in the process.<\/p>\n

Teaching kids isn\u2019t about \u2018delivering content\u2019<\/strong><\/h4>\n

The face-to-face strategies effective teachers use to encourage participation and engagement are not the same things that work for online teaching and learning. Hybrid learning models expect teachers to teach in two ways at the same time, splitting their attention and capacity to be present to students.<\/p>\n

Hybrid learning plans that have been announced in Ontario also operate on a flawed assumption: they presume kindergarten to Grade 12 teaching is fundamentally about delivery of content. It isn\u2019t. It emphasizes\u00a0active engagement<\/a>, whether\u00a0through play-based learning in kindergarten<\/a>\u00a0or engagement with ideas, one\u2019s peers or hands-on projects in later grades.<\/p>\n

The relationships teachers build and support in their classrooms \u2014 and what they can\u00a0address as a result of observing and knowing their students<\/a>\u00a0\u2014 are integral to children\u2019s engagement, learning and wellness.<\/p>\n

A hybrid model disrupts those practices, and encourages a default to simple, slowed-down, teacher-led approaches. A parent of a kindergartener relayed to\u00a0Mississauga News<\/em>\u00a0that her child was having\u00a0fewer hands-on experiences<\/a>\u00a0and was spending more time sitting at a desk while the child\u2019s teacher was focussed on the computer.<\/p>\n

And as some teachers in the United States reported last year, hybrid teaching is often \u201cless effective and twice the work<\/a>.\u201d<\/p>\n

Approach suited to adult learners<\/strong><\/h4>\n

What Ontario boards call hybrid learning is a repackaging of what higher education calls a\u00a0\u201chyflex\u201d model<\/a>. The \u201cflex\u201d part, however, was designed to allow mature learners to choose when they tune in online and when they show up. That flexibility isn\u2019t part of the kindergarten to Grade 12 model.<\/p>\n

For all the talk of \u201cchoice\u201d in the\u00a0government\u2019s framing of virtual learning mandates<\/a>, there is minimal choice at the core of the hybrid model. Families who\u2019ve chosen to have their kids in school, after a year and a half of frustration with limited online engagement, will still find that their children\u2019s classrooms are focused on online delivery.<\/p>\n

And for teachers, there appears to be neither choice nor the kind of support that such a drastic pivot in professional practice would usually call for. Building equitable classrooms across two learning modes\u00a0demands that educators have online skills<\/a>. Instead, teachers will broadcast their regular classroom activities to children at home.<\/p>\n

Defunding public education<\/strong><\/h4>\n

At best, the hybrid mandate demonstrates a failure to value the high-quality legacy of Ontario education.<\/p>\n

At worst, it suggests ways that the province is looking at the pandemic as an opportunity to defund public education.\u00a0Press Progress<\/em>\u00a0reports that the Ontario government has invested millions of dollars in private contracts with McKinsey,\u00a0a management consultancy with expertise that has been \u201clinked to wage and job cutting policies<\/a>\u201d and that the company was awarded a contract to manage the province\u2019s 2020 school reopening for $3.2 million.<\/p>\n

Such funds could have been directed to smaller class sizes, virtual schools or a\u00a0school COVID-19 safety plan communicated prior to August 11<\/a>.<\/p>\n

Disrespect for public education<\/strong><\/h4>\n

In a time of COVID-19 uncertainty, adopting a hybrid learning plan for children will only stress students and teachers further.<\/p>\n

Virtual education piggybacked onto classroom learning and relationships demonstrates disrespect for teachers, for\u00a0equity in Ontario schools<\/a>\u00a0and for public education generally.<\/p>\n

It\u2019s not a choice that any board of education should have to make.<\/p>\n

Author Bio:<\/strong> Bonnie Stewart is <\/span>Assistant Professor, Online Pedagogy & Workplace Learning, Faculty of Education at the University of Windsor<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

With an eye on back-to-school during the COVID-19 pandemic, some education advocates in the\u00a0Greater Toronto Area\u2019s York\u00a0and\u00a0Peel regions\u00a0have been\u00a0calling for school boards to say no to hybrid learning. The hybrid model forces educators to teach online and in-person at the same time. In May, the York Region District School Board\u00a0announced it would be adopting\u00a0a hybrid […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":58819,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[421660],"coauthors":[11733],"class_list":["post-58818","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-hybrid-learning"],"acf":[],"yoast_head":"\n\u2018Hybrid learning\u2019 \u2014 teaching kids in-person and online at the same time \u2014 robs children of quality education - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/hybrid-learning-teaching-kids-in-person-and-online-at-the-same-time-robs-children-of-quality-education\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"\u2018Hybrid learning\u2019 \u2014 teaching kids in-person and online at the same time \u2014 robs children of quality education - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"With an eye on back-to-school during the COVID-19 pandemic, some education advocates in the\u00a0Greater Toronto Area\u2019s York\u00a0and\u00a0Peel regions\u00a0have been\u00a0calling for school boards to say no to hybrid learning. 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