WFEE: How long have you been teaching (and where)?

LH: I have been teaching for over 30 years in total in Massachusetts. I have taught in Needham, at an alternative school in Sharon, at Curry College in Milton and, presently, at McCall Middle School and Middlesex Community College. I was also Director at the Neighborhood Cooperative Nursery School for a year.

WFEE: Why did you become a teacher?

LH: I have wanted to teach since my educational journey began many years ago. When I entered the first grade as the youngest in my class, I was very sensitive, and unfortunately, had a very sarcastic, insensitive teacher. I was afraid to enter the class each day, in fear that her temper would be aimed at me. Fortunately, we moved half way through the year, and I entered a classroom with the most wonderful teacher a child could ever have. I blossomed that year and have tried to model that woman’s attitude towards teaching ever since. She was my first mentor!

I believe that first impressions are truly lasting, and still keep that in mind, as I prepare to teach each day

WFEE: What do you like to teach?

LH: From my experiences of teaching preschool to college level, I love to share with others and see the “aha!” once they understand the concepts. Teaching is basically a sharing of some form of information with another, whether it is demonstrating how to tie your shoes with a young child, or how to knit with the community service club, or how to balance a chemical equation with a sixth grader. At this moment, I love teaching science at McCall Middle School with the most wonderful students, parents, and staff.

WFEE: Please tell us more about one of your innovative teaching initiatives. How did you learn about them and/or what moved you to look for this solution?

LH: One of my more innovative teaching initiatives developed from my desire to teach the students the difference between an observation, using your senses; and an inference, making sense of observations. It was a more difficult concept for students to grasp as part of the scientific method. I decided one year to use the inquiry approach by creating a crime scene in my classroom based on Great Explorations in Math and Science from the University of California. Each day teams of students would be examining the forensic evidence left at the crime scene. Students were investigating, exploring, explaining, and applying science to a real life application. They discussed during class, in the cafeteria and at home during dinner. As a result, students learned much more than the difference between observations and inferences.

WFEE: How did you go about implementing this in your school community?

LH: After teaching forensics as part of the science curriculum for a few years and directing Camp Invention for a few summers, I decided to synthesize the two ideas and created CSC, a Cool Science Club, where students solved a crime during the summer. The Cool Science Club was a team effort where former McCall students created the crime story and also became counselors at the camp. I was very fortunate to have the teachers from the past two summers return with the same enthusiasm and energy to teach this new curriculum. I also had the complete support of the administration and school committee. My principal, Mr. French, my mentor, supported the scientific camp and was there for advice when needed.

WFEE: After initial implementation, did you make changes and if so, what?

LH: After the first summer, the teachers and I met to review student, parent and teacher evaluations. After sharing the positive comments, we realized that one weakness was that the computer lab needed one person to develop more focused activities towards observation and investigation skills. We also noted that the final projects could improve since they were varied. We solved the two issues by creating a position to have one teacher be our technology expert. Responsibilities would include developing the curriculum, teaching it, and following the students through the week’s activities taking pictures for a PowerPoint show as our culminating project. One staff member loved the idea, so the position was filled. One final idea was to include a field trip, which supported the theme of the crime scene.

WFEE: What do you feel has been the effect on the students?

LH: The students responded so well to the computer lab. It was organized and the curriculum was matched to students’ readiness ability to increase their observation skills, solve a crime and have fun! The students, parents, and staff enjoyed the PowerPoint show and received a CD to take home to share the memory of CSC for future years. The field trip was highly anticipated and did not disappoint.

WFEE: Do you feel that this initiative could be used throughout the Winchester School Community?

LH: I am delighted that Winchester High School has included a forensics course as an elective for the first time. I think all classes could include a crime scene and would be pleasantly surprised with how much learning occurs as students become so involved in solving the crime with supportive scientific evidence.

WFEE: Is there anything else you would like to add?

LH: Winchester is composed of a talented community of learners of all ages, which make it one of the finest places to live and teach. However, I am very concerned with the present, and future, budgetary constraints. As a teacher, I want the best possible learning experience for all the students. Where are the resources to support an inquiry-based science program and the other core subjects?

I fully appreciate the efforts of WFEE. My students have benefited from the generosity of this organization. The Winchester Foundation does a wonderful job supporting the teachers. The foundation allows teachers to put the fun back into teaching and learning as the curriculum is enhanced with wonderful programs, resident experts, outstanding courses, and supplies the students would not receive without the funding from The Winchester Foundation.

WFEE: Mrs. Higgins, we thank you for your innovative teaching approach!