Connect with Dr. Jennifer Miller-Ray

About Dr. Miller-Ray

Author: Dr. Jennifer Miller-Ray

  • Expectations and New Beginings

    This year is a transition year for me as I begin a journey of becoming a research scientist and complete my administration certificate.  I am completing a 1:1 K12 initiative that I put so much energy into.  The completion of this challenge is bitter sweet.  As I review the final product and look at what all our team accomplished in the last 2 years, I am very overwhelmed at the amount of change and accomplishments made by a very small team. I feel that I did everything I could to promote and encourage critical thinking, research, global collaboration, media literacy, creation, and publication of student learning and success.  Synergy does not happen alone and everyone must buy in for the program to be successful. Being a change agent is a calling. From this experience, I have grown so much both emotionally, spiritually, and professionally. I have met some amazing and passionate educators. The network of experts I can now tap into is huge, and I feel that I cannot go back to who I was before this all began. Never give up, be the change you want to see, and perseverance were all chants that I passed along to others through this entire experience. Failure was not an option for me, but that is just it. This was and is not about me. This is about students and teachers believing in those very values and understanding that the world and teaching is fundamentally different now.  

    Most state and national assessments are administered online, which many do not understand.  We must model critical thinking, media literacy, research, global collaboration, and encourage diversity in product creation.  Teaching is not about preparing students to take a state assessment.  If teachers could stop feeling pressured to focus on that assessment and begin fostering a passion for learning, performance will improve.  It is so easy to blame technology, assessments, or leadership. However, the instructor must also understand that the technology is not the answer.  Lack of technology or no technology is also not the answer.  A balance is needed and classroom management and expectations must be enforced to ensure that learning remains a focus on questioning, research, collaboration, creation, publishing, and evaluation.

    I am having a difficult time understanding  Habermas chapter 1.  I am going to actively question, research, and collaborate with others to try to gain a better understanding of Habermas.  

    I enjoy debate and philosophy and am looking forward to understanding how to apply strategies to encourage students to think critically and view media from a variety of perspectives.  

     

    Critical Thinking Resources for K12:

    Critical Thinking and Problem Solving Resources

    Larry Ferlazzo Resources

     

    Sandra Wozniak’s Critical Thinking Blog

  • I Believe…

    • I will model life long learning, contribute and produce quality content, encourage critical thinking and questioning, motivate, interact, collect and analyze new information, collaborate across cultures, and assist students in becoming global thinkers. 
    • I strongly believe in challenging educational stakeholders and students to produce a better world by making connections, building relationships, and maintaining high expectations to foster a passion for learning. 
    • I believe all children, regardless of background, race or religion, can achieve greatness. I will value diversity, encourage creativity, and become an advocate for all students. 
    • I believe all stakeholders must foster the imagination and curiosity of all students and extend learning opportunities by providing real world applications and learning experiences in a fun, supportive, and engaging environment.

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  • The Importance of Strong Instructional Design

    Engaging instructional design is often overlooked and support for teachers in both the K12 and post secondary environment. Consider your target market’s needs, capacity, and purpose. Be specific and include visuals. Instructional design is a process that must take into account learning styles, hardware and accommodations. Reflection and evaluation assist us in evaluating ourselves and can be used as an effective tool to go back and rethink approaches. Visuals and recordings that instructors can utilize after direct training is helpful. Take time to ask questions, develop research, and build relationships with both local and global communities. Bichelymeyer (2005) discussed in “The ADDIE Model” – A Metaphor for the Lack of Clarity in the field of IDT. There is a lack of instructional design focus and instructional leadership within both the K12 and post secondary environment. This course has exposed me to literature, theories, and resources that I can now implement within my community.

    The instruction design that I focused on what implementing the New York Time’s Content Repository Project Share for student research purposes. Direct instructions was given to a Language Arts teacher on how to create a lesson plan that implements research materials from the Content Repository. The evaluation method utilized survey monkey along with direct feedback.

    The overall experience was very positive. Visual aides do help for reference and the teacher commented on how it is helpful to have a handout to refer to after training. However, I think including more information regarding ideas or instructional examples on training aides to focus more on the learning component instead of the how to use the content repository would be a better approach. An approach that utilizes not only step by step how tos but also instructional examples might help teachers better understand why this resource is beneficial. My training centered on how to use the system.

  • Why STEM? Why Now? Infographic from Washington STEM

    Why STEM? Why Now? Infographic from Washington STEM.

  • Rethinking Instructional Design

    As educators prepare to begin another school year, it is important for teachers to consider how they can rethink learning design and approaches to give students a fun and engaging classroom experience. How can you give students learning experiences that are fun and engaging that also promote self guided discovery, creation, and build meaningful connections? How could you rethink learning centers to promote higher order thinking and discovery?

    1. Build A Global Network of Resources: It is important to reach beyond resources within your district and build a global personal learning network. Social media outlets like pinterest, twitter, google+, and linkedin allow for educators to meet top experts, like minded educators, and leaders in the field. Facebook is great for communication within your existing learning community, but it is limited in scope and resources. Connect with you community and bring them into your classroom. All stakeholders will appreciate having a part in the learning process.

    2. Ask Students: Ask students the first day to think about what they would like to learn and build a positive relationship with students at the very beginning. Be creative, ask students questions, show your passion for your subject, and generate discussion.

    3. Include Critical Thinking Components: Build creative learning designs that encourage students to think critically. Standardized approaches do not offer this element and standardized testing alone will not give students this opportunity.

    4. Differentiate learning design to accommodate a variety of styles to accommodate all learners.

    I have compiled a few resources to help teachers build a 21st century learning community.

    Instructional Design Theory and Process
    Integration Tools For Instructional Design
    Top Resources for Instructional Design
    Ideas for Instructional Design
    Critical Thinking Resources

  • LoneStar TIA: Building Learning Communities

    This week I had the privilege of  learning, collaborating, and leading discussions in Denton, Texas at the 3rd annual LoneStar Technology Integration Academy.  Dublin ISD brought 9 teachers to share on how Dublin is attempting to integrate technology to increase performance.  From the experience, many were inspired to hear our teachers sharing best practices, lessons learned, and integration approaches being utilized in a K12 CSCOPE environment.  I was very proud of our teachers, who took a step forward to become a leader.  Many were inspired.  In fact, one district left ready to purchase iPods to replicate Dublin Elementary approaches.  Biggest take aways were as follows.

    • Flip The Student:  Australian educational leader and expert, Phil Stubbs, discussion on how to best flip the classroom was excellent!  Flip is a structure, not a pedagogy, and requires the teacher to be engaging, active, and should be used as a motivator to get students to take ownership in their own learning community.
    • Lewisville ISD:  Associate Superintendent for Learning and Teaching, Dr. Penny Reddell and CTO, Barbara Brown,   challenged leaders to change their culture.  To be bold, brilliant, and to treat children as equal partners.  Do we encourage others to ask children, what do they want to learn?  An analogy to learning and playing the sport of golf really caught my attention and inspired me to think about how the sport of life-long learning compares to the sport of professional golf.  In Lewisville, leaders must be active learners in communities, as a pro gopher.  Every pro improves their game as they encounter new challenges.  The question always centers back to, “Are we on par”?
    • Keller ISD teachers shared how they are improving parental involvement with Ustream.  Parents are invited to watch the classroom 24/7.  Meetings, productions, and student presentations are recorded and uploaded to youtube for publications.  They have seen an increase in parental involvement, communication, and interest.
    • Denton ISD challenges 4-8 grade students using robotics.  Students are given the opportunity to participate in First Lego League competitive events.  Parents show a very high interest, and kids from all backgrounds learn to problem solve, build academic connections, and teamwork skills.

    Dublin ISD teachers shared on the following topics:

    • Science + CSCOPE + iPod Touch = GREAT INTEGRATION led by JeriLi Thompson and Courtney Walker
    • Oodles of ideas for Algebra and Geometry Integration by Dublin High School teachers Lara Wilhelm and Ima Thomas
    • Partners for Learning: New York Times & Epsilen in Project Share by Dublin High School Teacher Desiree Jefferson
    • There‟s an App for That – The Bilingual and ESL Classroom, that is! Dublin Elementary Mr and Mrs. Rivera
    • iMovie Workshop: DISD Asst. Elementary Principal Norma Briseno
    • Building 21st Century Learning Communities: Desiree Jefferson, Mendy Fort, and Jennifer Miller
    • Experiences with Challenge Based Learning: Desiree Jefferson and Jennifer Miller
    • 25 Tools and Ideas to Engage, Connect, & Extend Learning to Communities: Debra Miller, Jennifer Miller, Cipriano Rivera, Serena Rivera
    • Steam TRAINing

  • Second Life As a EdTech Tool

    Does the space have an identifiable instructional design?

    Second life does have an identifiable instructional design with a variety of tools to allow for students to contribute to course discussions or virtual learning explorations.  I found the chat, speak, and camera controls useful and can see how these tools could aid learning and engage post secondary and secondary students.

    What helps or hinders communication of what they want the users to understand, learn, or do?

    Some of the features in SL are not as user friendly and can be confusing to first time users.  The experience is fun, but it does take some time for users to find locations, partners, and learn navigation features.  Having detailed instructions and the orientation lesson is a great idea to help users better understand communication protocols and procedures.

    What tools do learners and designers use in the system that are effective? Ineffective?

    Tools and instructional design ideas that SL  offers includes chat features, photo scavenger hunt, instructional videos, extended field trips, and the speak tool for student led presentations.

    Does the 3-D contribute to learning according to what you know from psychology or pedagogical practice?

    Communication and learning communities are always stronger when a variety of communication platforms exist.  So, I do think that the 3D experience that utilizes speak, video, and/or chat features does meet the needs of a variety of student learning styles.  Learning how to deal with a variety of cultural and diverse backgrounds can be a challenge for some students and instructors.  SL is a great way to have students learn to think globally.

    Could you link this to some form of e-learning instructional design?

    SL is full of learning scenarios where students can role play and/or experience life in a variety of environments.  SL offers the opportunity for the learning environment to be extended.

    I did a little research on SL a few years ago to see how it could be incorporated at the high school level.  I found that students did enjoy SL.

    Does the immersive experience contribute to the learning for you or the members of the group?

    Yes, the SL experience does force users to work together and can contribute to the learning experience of the entire group. The experience does take time, but I think students love this environment.

    Are you the intended audience?  Yes

    Would it work for another audience?  I think this environment is suitable for upper secondary audiences and post secondary environments.  Safety issues do exist in this system that would lead many  to question the use with audiences under the age of 13.  The SL environment is somewhat confusing.  SL is a free system that educators can tap into, but the cost of maintaining the system may soon cause many higher ed institutions to rethink their investment.

  • Self Motivation: How do we encourage and implement via learning design?

    What does it mean to manage/regulate yourself (self-regulate) and others?

    Self initiated learning and problem solving are a skill sets needed by all leaders, especially instructional leaders.  Self regulation can be used to empower, teach, and lead students, teachers, parents, and others to in essence keep each other in check.  Leaders must show enthusiasm, mentor others, and provide hands on management approaches.  The challenge for instructional designers is to provide an engaging learning experience so that students truly desire to know more.  Is self motivation taught?   How can we encourage student engagement?  I think modeling and employing passionate educators, displaying a history of life long learning, is a start in the right direction.

    How does it bring you towards goals?

    Self motivation pushes individuals to persevere during tough and challenging times.  Growth and knowledge acquisition occurs when individuals tackle real life problems or issues.  Failures teach individuals how to regroup, rethink, and evaluate decisions.  Robotics opens itself to employing many of the skill sets needed to become a self reliant or self motivated individual.  Frustration levels are often high, but the overall end result of the product provides a very rewarding experience.

    How important is communication in this process and what helps/impedes it?

    Communication is essential.  Breakdowns in communication systems can hinder individuals to continue to seek out answers or solutions.  It is important to have a backup, emergency plan, and procedures in place that address communication issues.  It helps to communicate regularly and to be proactive.

    Good Advice From a 2012 Video Technology DISD Student on Self Motivation

  • The Power of Texas’s Project Share

    I am amazed at how many K12 Texas institutions are still not utilizing Project Share as a course management system.  While there is still room for improvement, especially the need for a quality LMS app tool, Project Share is still a great idea and resource to use in a blended learning environment.  Project Share is continuing to improve its product, with new features being introduced this fall.

    Questions you may have regarding Project Share.

    How will Project Share help my students?  

    1. Resources From Top Reliable Sources:  Students can access primary sources from The New York Time’s Content Knowledge Repository dating back to the mid 1850s.  This is a powerful learning tool that can radically enhance courses and bring LMS to an entire new level.
    2. Collaborative Work Environments:  Project share allows for groups to collaboratively problem solve, share, and model 21st century collaborative work environments.
    3. ePortfolios:  Project Share gives students and teachers a ready made system to publish and showcase work, build resumes, and blog about learning content.

    Can parents access content?

    Parents, students, teachers, and interested community partners can access content and locate resources on the new Project Share website.

    It is time to move past the debate as to why do we need Project Share.  It is time to Think Global and Act Local and unite behind the program!  Take your complaints to the source and let’s fix a great idea.  I have found that Project Share, Epsilen, and developers are very open to ideas of improvement.  Texas, let’s show the world how true 21st century mobile learning can truly benefit a learning community.  

     

  • Loci Reflections

    Visuals of important features in my family room assist in aiding me identify communal values. For example, a coffee cup centers on conversation with my family.  As a game designer it is important to think about theme, message, tone, and visuals play a huge role in how information is received.  Instructors lack the resources and time to re-invent the wheel, and exercises like this assit in having learners think about image, delivery, and audience needs.  Relaxation and meditation exercises aided me in focusing on activities so that they did not seem so overwhelming. This can have very practical applications in the classroom and is much needed given the stress placed on students to academically perform in a standardized environment.  As rigor increases, activities such as this help students focus, identify important focal points, and deliver ideas that are targeted to a specific goal, target,  or mission challenge.