本文主要讲的是教育教学方法，包括和尊重学生经历的一种方式是支持他们的家庭参与他们的教育。Sams和Bergmann(2012)发现翻转课堂的方式改变了教育者与家长对话的方式。在这种方法中，学生的家长被认为熟悉课程中的单元主题，因为家庭成员被看到检查他们的家庭作业。在教育工作者和家长的会议中，对话可能会以更好地讨论改进的方法和教学中的差距而结束(Staker & Horn, 2012)。本篇代写被抓文章由英国论文通AssignmentPass辅导网整理，供大家参考阅读。
One way of including and honoring the experience of the student is to support the involvement of their family within their education. It had been found by Sams and Bergmann (2012) that the approach of flipped class resulted in changing the way in which educators had a conversation with the parents. In this approach, parents of the students were seen to have familiarity with the unit topics within the course, as the members of the family had been seen checking out their homework. During the meetings of educators and parents, the conversation may end up moving beyond problems with a better discussion regarding the ways of improvement and the gaps in teach (Staker & Horn, 2012).
The problem may be parent questioning “Is my child delivering well behavior in the classroom?” Due to this, educators managed to obtain a number of opportunities for a specific explanation of the key areas in which the student is excelling and dealing with areas where they face struggle. In addition to this, students had been seen sharing the videos with one another that negatively affects the student (Critz & Knight, 2013). As reported by students from the class of Bergmann and Sams (2012) within a survey, parents of majority of the students had been watching videos in alignment with their children while enhancing the learning of children. Also, it was perceived that sitting together and watching videos resulted in better discussions regarding the content of the unit.
The approach of flipped classroom allows the families to follow or partake in the education of students. An additional way of including students within their act of enhancing learning is by supporting the agency of student in online platform of social networking (Enfield, 2013). As a result of this research on resulting communities of learning practice and student collaboration, it was believed by Code and Zaparyniuk (2009) that educators hold the responsibility of engaging the utilization of social software while encouraging the development of responsible social action and agency of the student.
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