Everyone uses different strategies to support teaching and learning. Here are some useful approaches you can use in your classes – you might already use some, but see what others are doing too.
The following strategies are a mixture of online and face-to-face teaching. What is important is that the students are not losing out on the content of the course if they miss class for a day. In this model, for example, Monday classes are taught online, Tuesday classes are taught on campus (face-to-face), and Wednesday is the day for workshops. What is important is that the same content is being taught but offered in different forms of delivery.
Hyflex delivery model
Hyflex delivery allows students to access all the resources regardless of where they are. This is effective for working students or part-time students as it allows them to organise their time and access resources both online and in person.
Example: A student working on Mondays can watch a recorded lecture later that evening, complete the related quiz online, and then attend the Tuesday face-to-face class to discuss the topic.
Wrap-around support for students while studying
The team can follow up with students individually, especially those who are falling behind in attendance. Individual Learning Plans support students who may be off track with their assessments.
Example: A support staff member notices a student has missed two classes and sends a message to arrange a one-on-one catch-up session, either online or in person.
Online theory assessments with follow-up practical assessments
Online assessments are convenient for apprenticeship students who may be too busy to attend in person for theory work.
Example: A plumbing student completes a safety theory quiz online and then attends a practical session later in the week to demonstrate safe use of equipment in a workshop.
Open plan teaching and learning
Similar to hyflex, this allows for online and classroom-based activity learning. It also includes online 1-hour drop-in sessions.
Example: A student attends an online workshop on accounting principles, then joins an in-person small group to apply the concept to a real-life business case.
Drop-in sessions
Drop-ins are scheduled throughout the semester and are flexible for students.
Example: A weekly drop-in Zoom session runs every Thursday 3–4 pm. Students can log in with questions about their assessment or ask for feedback on their draft.
Peer-learning session through observation
Students learn from each other by observing how peers approach tasks.
Example: Two students are paired to watch each other complete an accounting entry task. They then give feedback on accuracy and share tips for improvement.
Working in groups
Breaking classes into small groups to complete assessments supports engagement.
Example: In a business course, students are split into groups of four to create a presentation on budgeting for a small business. Each member contributes one section.
Practical – hands-on experience
Lab or practical activities are used to develop job-ready skills.
Example: Students in a cookery course spend Tuesdays in the kitchen preparing dishes using specific techniques learned online the day before.
Videos and other learning tools
Recorded demonstrations from industry are used for teaching.
Example: A video shows how to set up accounting software. Students watch the video, take notes, then complete a short quiz and set up a trial account themselves.
Pre-assessment activities
Students get a chance to practise before formal assessments.
Example: In a maritime course, students use a simulator to practise a navigation route, then complete the same route under assessment conditions later.
Run competition activities
Competitions increase engagement and motivation.
Example: Students compete in teams to solve a set of customer service scenarios the fastest. The winning team gets a prize, but all teams receive feedback.
Student-led classrooms
Students bring industry knowledge into the class.
Example: A student working part-time in retail shares how their store uses point-of-sale systems, linking it to the software being studied in class.
Simulation (School of Maritime)
Students use simulators before practical water-based activities.
Example: A navigation simulation lets students practise plotting a course. Once confident, they perform the same task on a boat in a controlled assessment.
Group activities
Teamwork helps build communication and problem-solving skills.
Example: Students work in a group to prepare a budget plan. Each person researches a cost category and the team combines their findings into one report.
Online teaching tools
Apps such as Kahoot, Quizlet, and Padlet promote active learning.
Example: After a theory lesson, students complete a Kahoot quiz as a fun recap. Padlet is used to post questions anonymously for follow-up in the next class
Live experiences
Guest speakers offer insight into real-world industry practice.
Example: An accountant joins a Zoom session to talk about their day-to-day tasks and recent changes in tax law, followed by a Q&A with the students.
Culturally aware
Being inclusive and culturally sensitive in teaching.
Example: When teaching examples of budgeting, the lecturer uses scenarios that reflect both Māori and Pacific family structures and values.