Lisa Highfill, who teaches fifth grade in Livermore, California, had an epiphany when she began learning more about integrating technology in the classroom. Technology expert Ramsey Musallam, Ed.D, guided Ms. Highfill toward the concept of the "flipped" classroom: Rather than having students follow the traditional model of explaining the concept first, then applying it, then assessing it, she found a way to make learning much more engaging. By "flipping," or reversing the order of the steps, she found that students were "hooked" into the lesson more readily when given the opportunity to explore a concept first before having the teacher explain it, then have them apply the concept, after which they explore again, using manipulatives and technology. Now Ms. Highfill is a renowned speaker on the "flipped" classroom, and has shared a great deal of insight on the subject through multiple forums.
According to Ms. Highfill during a recent TED Talk presentation, she employs the "flipped" technique in her classroom by having students explore and test their ideas first using a variety of materials and technology tools, rather than lecturing them on a concept. Then, for homework, students must watch a video that she has created during which she explains the details of the concept. After watching the video, students write reflections or comments on a Google Form that they submit to her electronically. The next day, students discuss and explore the concept again. On the TED Talk video, she describes that she is able to monitor students' progress by checking their Google forms. She says she can tell who understood the concept, and who didn't, as well as who did not turn it in. Students who do not submit their Google Forms must watch the videos and write their reflections during class. These are often students who do not have access to technology tools at home, so she ensures that they learn how to use the tools at school.
Ms. Highfill uses a wide variety of technology tools in her classroom to teach everything from quadratic equations to literary analysis. She finds that students are much more motivated to participate, complete assignments, and interact with peers by using the "flipped" model. She views her students as a collaborative team who help each other reach their learning goals. Students work at their own pace, and each student contributes their unique experience to the classroom. She refers to her students each year as the "Highfill Crew," and tells them, "Once a member of the Highfill Crew, always a member of the Highfill Crew!" She believes they will learn important technological skills and an appreciation for how these tools can enhance their learning that will last a lifetime.
I am inspired by Ms. Highfill's passion for teaching. She constantly seeks new, creative methods for engaging her students. Her boundless energy to learn new methods of utilizing technology is admirable. She clearly enjoys exploring technological tools and discovering new ways to motivate her students.
As an English teacher, I will definitely explore some of the tools she has suggested, and I hope to use the "flipped" classroom model, or variations of it. However, as much as I would like to, I don't have quite as much passion for using electronic devices as Ms. Highfill does. It will be a challenge for me to integrate technology to such a great extent. I find it tedious to be attached to a device for very long, and I need frequent breaks for fresh air and exercise. I find that many of my students feel the same way, so I often take them outside to write poetry or descriptive narratives. We even have our literature circle groups meet outside frequently. I offer students the option of using a computer-based program for projects and presentations, but many students would rather do "live" performances of their work. They write their own scripts, make props, and engage their audience with their "acting" skills. Some students are excellent artists, and they enjoy creating original paintings or drawings to hand-illustrate their stories or reports, as opposed to creating them on a computer, even when they are capable of creating work electronically.
Therefore, while it is important that students learn how to use technology as an important part of their learning, they should also have the opportunity to explore all facets of their personalities and skills, such as fine arts, exploring nature, developing strong social and emotional relationships, etc. In my opinion, more technology in the classroom is part of the solution in creating a more engaging learning environment. I try to remind myself: "Don't be boring!" If the lesson is relevant, interesting, and engaging from the beginning, technology will enhance it, right along with a variety of other opportunities to learn in many ways.
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