SpeEdChange: Changing Gears 2012: rejecting the "flip" - 2 views
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From the 1890s until World War II homework was consistently highly controversial, with laws against it (California 1901 among many others),
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djplaner on 10 Aug 13For me, this is an illustration of "technology becoming mythic". i.e. today, many parents/teachers assume homework is a given. And yet 100 years ago there were laws against it.
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omework is a link from school to home that keeps parents informed about what the school is teaching, gives them a chance to participate in their children's schooling, and helps to keep the schools accountable to parents. Not to assign homework is to exclude parents from playing an active role in their children's academic development."
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I hear this quote so often but I really believe if the parents want to be involved in the children's learning, they need to spend time in their child's learning environment.
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Here, here, I so agree with you Jackie so often parents only find themselves in school to make a complaint or the like never have I seen a parent just wanting to spend time in their childs classroom just to see. It would be beneficial for all if there were time when this could happen.
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Connections with parents is important. In fact, it's one of the AITSL professional standards. But I wonder why parents don't spend more time in their child's classroom? I'm sure there would be many parents (but perhaps not all) who want to be more involved with their child's education, but who can't for various reasons. I wonder if we can make it easier for them to be involved?
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Actually, entirely by accident I came across this post from Nicola's blog http://nixxuni.wordpress.com/2013/07/24/using-technology-to-inform-parents/
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Our students deserve more imaginative thinking than that. And all of our students deserve an educational environment which moves us toward equality of opportunity, not further away from that.
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Equality is something that would be missed in a flipped classroom. With the cost of living increasing not all families are going to afford the technology that a flipped classroom requires students to have access to at home.
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Wouldn't lack of equality be bridged if the students who didn't have access to the internet went to school early or stayed back a bit later to listen to the videos. If there was supervision, what difference would it make being at school or at home for the video presentation?
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I agree with a comment made above too, that maybe the school day needs to be re-arranged if a flipped classroom pedagogy is going to be introduced - give students time during normal school hours to watch the videos then have the classroom discussion
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