Connect with Dr. Jennifer Miller-Ray

About Dr. Miller-Ray

Category: Integration

  • Reflective Teaching ~ Exploring My Makerspace Literacy Research Approaches and Classroom Practice

    Currently, I teach six graduate education courses at Sul Ross State University, which is a small rural university serving 898 graduate students and a little over 2,000 undergraduate students. The institution is a Hispanic serving institution, serving low income students (Jenkins, et al., 2017). I am working with many rural schools in the Big Bend area to include Presidio ISD. Presidio ISD is a STEM school, and serves a population of 1,350 students to include demographics of 96.6 % Hispanic students and 93.4% economically disadvantaged students (2015). Presdio ISD is located on the Rio Grande river, located on the Texas-Mexican border. In addition, I am working with Maathon ISD, which is a rural district serving over 70 students to include a demographic population of 67 % Hispanics and 87 % economically disadvantaged students (2015). I am also working with several districts in the Trans-Pecos area.

    My learning goals this academic year is to grow as an educator and continue improving my Ph.D. research initiatives at the University of North Texas investigating makerspace literacy environments that centers around a project-based learning 4 career STEAM model targeting elementary and middle school programs.  My knowledge regarding the reading process has definitely changed and improved this semester. Perhaps the most significant change includes reevaluating my approach to really center on balanced literacy approaches that really think about transactional theory in action during professional development and instructional design approaches. Transactional theory centers on “how readers respond to the books that engage them and how these experiences can be enacted in classrooms” (Galda, 2013, p. 6). Transactional theory is rooted in Vygotsky’s social constructivism and principles of language and cognition, “which centers of teaching reading and writing highlighting creation of environments and activities in which students are motivated and encouraged to draw on their own resources to make live meanings” (Rosenblatt, 2013, p. 148).

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    What will I eliminate in the future? I will eliminate some of the STEM quantitative measures I have used in the past. These instruments were only used to show interest and attitude toward STEM and never measured the impact on the overall impact of literacy. Previously, I would give this instrument before and after a STEM makerspace camp or at the beginning of a semester and at the end of a semester to gauge interest. I utilized the makerspace project-based learning model and only measured the impact of interest. The model did incorporate reading prior to the makerspace PBL and a written reflection after the experience. The pre and posttest utilized in two published studies found statistically significant findings but failed to measure the impact on reading and literacy.  The learner would take the STEM Semantic pre-test, read text from their content area, participate in a KWLH 21st century learning activity, participate in a makerspace project-based learning activity using challenge cards mapped to curriculum, and reflect via writing about the experience. At the end, learners would take another post-test, the STEM Semantic survey. I have not really considered the empirical design approaches to include journaling during the entire makerspace process and/or video recordings to include in portfolios in research approaches. In the past, I have used only quantitative measures to gauge student or teacher interest and confidence levels pre and post over a period of time. While the instruments we used at the University of North Texas are widely accepted as strong and valid instruments, I now realize that a mixed method approach to include journaling throughout the experience and video interviews and reflections would add further depth to capture the impact of the STEAM makerspace challenge cards before and after literacy events. In addition, I feel this would really add to the field of sociolinguistic issues discussed this semester. I now have a stronger understanding on how to leverage native language and family cultural heritages in the makerspace model to not only improve literacy in English Language Learners but also to value the funds of knowledge to this process.

    How can this approach help increase literacy opportunities for English Language Learners? First, I need to strengthen the collaborative dialogue, which I feel is strong in the KWLH activity. However, I can improve the scaffolding of my model to include previewing a picture book, vocabulary discussion, incorporating a story map, repeat reading of the story, compete the KWHL activity, and then encourage discourse after the makerspace activity. In addition, I can encourage video procedures and or reflections throughout the makerspace process. This will provide a visualization component that others may find beneficial and highlight the impact of the activity. Repeating readings can be used to measure fluency. The makerspace PBL activity using the challenge card concept could also include visualization to incorporate sociolinguistics highlighted in this course.

    Tan, Barton, & Schenkel (2018) describe the impact of “meaningful and prolonged engagement toward focused complex projects through making experiences and found that children’s rich funds of knowledge anchored in children’s existing social networks provide community enthnography as a pedagogical approach (p. 77). Bringing in the “community wisdom” through makerspace activities brought about rich conversations that can really leverage experiences connected to curriculum in their own community (Tan, Barton, & Schenkel, 2018, p. 81). Range & Schmidt (2014) highlight the importance of schools and community organizations to tap into prior knowledge in makerspace activities and suggest that “students drive the process of designing projects and soliciting makerspace community for help” (p. 8). While I agree this is true, I still think many students need facilitation of such projects through a focus that may connect to core curriculum content, showing that topics can be extended to real world scenarios relevant to their community.

    In conclusion, this course has helped me to really improve my understanding on how to better design literacy instructional design approaches to incorporate a large focus that centers on the transactions of the reader, text, language, culture, authentic making design process, writing, and reflection. I hope to revamp my approaches to really center on how such creative processes might not only engage interest in STEM but also build to improve cognition approaches toward multiple literacies in a mobile makerspace research environment that investigates reader response theory, or transactional theory

    Galda, L. g. (2013). Learning From Children Reading Books: Transactional Theory and the Teaching of Literature. Journal Of Children’s Literature, 39(2), 5-13.

    Jenkins, R. W., Stedman, S. W., Teusher, D. D., DeLaGarza, H. R., Acosta, A., Anwar, S. J., Paredes, R. A. (2017). Texas Public Higher Education Almanac.

    Marathon ISD, (2015) Retrieved April 13, 2018 from https://schools.texastribune.org/districts/marathon-isd/marathon-isd/.

    Presidio ISD. (2015). Retrieved April 13, 2018, from https://schools.texastribune.org/districts/presidio-isd/.

    Range, E., & Schmidt, J. (2014). Explore, plan, create: Developing a makerspace for your school community. School Library Monthly, 30(7), 8-10.

    Rosenblatt, L. Transactional theory of reading and writing. In J.B. Cobb, & M. K. Kallus (Eds.), Historical, Theoretical, and Sociological Foundations of Reading in the United States (pp. 13-66). Boston, MA: Pearson.

    Tan, E., Barton, A. C., & Schenkel, K. (2018). Equity and the Maker Movement. Science and Children, 55(7), 76-81.

     

     

     

  • Celebrating Diversity and Eclipse 2017 via a Makerspace K’e Activity

    Jean Piaget stressed that “children have real understanding only of that which they invent themselves, and each time that we try to teach them something too quickly, we keep them from reinventing it themselves.” (Papert, 1999).  As I continue to collaborate with makers and educators around the world, I like many before me see patterns preventing progress. Programs and strategies often talk of innovation and creativity, but fail to create systems and processes to provide a sustained action. Unfortunately, many are missing the mark. Makerspaces can serve as a disruptive change agent that can encourage diverse learners to create, invent, and in effect develop new knowledge.

    During the last few months, I have had the opportunity to collaborate and coach a Navajo school located in northern Arizona through an Indigenous Makerspace Outreach program coordinated by NASA, the Indigenous Education Institute, the University of North Texas, and myself.  Ideas on integrating a makerspace approach continue to take shape, which began in 2012 with a joint ISTE and NASA Multiscale Magentosphere curriculum initiative. I had an idea that I developed through my PLN that took traction. I collaborated with Sandra Wozniak, Tom Chambers, and Troy Cline on a STEAM approach that utilized 4 career stations. That STEAM approach was revamped through four separate NASA and state funded programs to include multiple STEAM camps in Texas and other locations around the world, a NASA Makerspace Launch activity in Florida at the Kennedy Space Center, NASA funded Makers’ Guild professional development outreach program located in north Texas, and now a NASA funded Indigenous Makerspace Outreach program. With each new program and idea, our makerspace project-based learning process grew.

    Makerspace Connections to Literacy

    Students and the entire Navajo school staff have read Sunpainters: The Eclipse of the Navajo Sun. After reading the story, students identify main ideas and concepts. Annelle Butler, a teacher at Spicer elementary located in north Texas helped me to revamp this concept to include a focus on complex text. Ms. Butler serves a very diverse student population, with over 14 languages represented in her classroom last year. Makerspace served to help Ms. Butler meet the needs of diverse learners. Students complete a KWHL chart to identify main ideas and themes.

    A Navajo cultural teacher working with me, has weaved Navajo teachings into literacy activities to center on an understanding of K’e – The Kinship System. After developing a strong understanding of content, students then extend research as they fulfill a makerspace project based learning activity using challenge cards. After making an artifact, students will write and reflect on their makerspace design process, utilize informational text, and add content to their personal journals.

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    Making Through 4 STEAM Career Lens

    The concept of making  using a purposeful instructional design, can help diverse learners bridge the academic gap between the arts and the sciences. How does a purposeful design help? Purposeful design adds a focus to the design process, which aides in students knowing how to direct student-led passion projects.

    Maximizing PBL Makerspace Environments

    Maximizing PBL Makerspace Environments (1)

    Such a process is rooted in research, but often schools fail to understand the importance of purposeful design. It serves to provide enrichment toward classroom content centering around a central question. In this case, students are posed with the following question.

    How does elements in the Sunpainters: Eclipse of the Navajo Sun represent K’e?

    I worked with teachers during two online professional development training using Zoom and a face to face 3 hour training. Traditional Navajo beliefs center on the elements. The sun and moon are powerful deities in Navajo culture. The sun controls and regulates the universe, while the moon controls and regulates the earth. As a result, we will be honoring traditional beliefs indoors during this sacred time. Afterwards, students will participate on a makerspace event to reflect on activities during the last week through the lens of a scientist, journalist, artist, and engineer. Students will be presented several challenge card activities and will be encouraged to create their own makerspace challenge card. A representative of challenge cards are located below.

    Students will showcase makerspace products in multiple community events during the next month. The program serves to be a model to other organizations. Teachers will continue to learn how to design makerspace challenge cards with me throughout the school year. In addition, students will reflect in writing journals on their design process. Additional activities will include weaving, sash belt looms, and other traditional Navajo arts.

    Papert, S. (1999). Papert on piaget. Time magazine, (p. 105).

  • Launching DREAMS.. Reflections on NASA MMS Launch Events

    Launching DREAMS.. Reflections on NASA MMS Launch Events.

  • Teachers – If we don’t adapt, will we fail our students?

    We must adapt and recognize that learning technologies have shifted how students will learn.  Educators in both K12 and post-secondary must embrace 21st century communication capabilities, model collaboration, improve instructional delivery using questioning techniques, and share a passion for learning.  I would add that it is imperative that instituions training the teachers of tomorrow understand that they must also radically change approaches.

    Teachers - If we don't adapt, will we fail our students?

    Teachers – If we don’t adapt, will we fail our students?.

  • Exploring Advanced Instructional Design iCARE, Blooms, and Backwards Design Models

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    Building Connections…

    iCARE Instructional Design Model

    Rhonda Ritter’s presentation on the iCARE instructional design model provides an excellent framework to utilize with secondary/post-secondary students.  The iCARE model, from my perspective,  builds strong connections to 21st century learning skill sets. iCARE consists of a simple and flexible design approach.  iCARE  (Introduction, Connect, Apply, Reflect, and Extend) provides students with  answers to why learning content is needed and how content extends to “real world” scenarios.  Students often need to extend reflections to a larger audience. Students who often lack motivation to earn or make the grade, and iCARE provides an external motivator that could push students towards lifelong learning.  Online learning environments offer a variety of collaborative platforms, and the iCARE model could easily provide learning communities an improved online environment to “showcase” and extended learning to a larger audience.

    Backwards Design

    Brenda Quintanilla provided a strong presentation on how the Backwards Design model improves instruction by aligning objectives to final outcomes.  Backward design suggests that learning design should should begin with  a final assessment in mind.  Backward design attempts to ensure that students meet the expected outcomes or course goals.   While I agree that aligning is very important, instructors must be cautioned to not “teach to the test.”  Drill and kill approaches often fail to inspire students to apply content to real world scenarios or approaches.  Goals are important, but assessment driven instruction can become repetitive.  Educators and instructors perhaps need training on best practices on using Backward Design approaches.  The following link can help improve Backward Design approaches.

    Blooms Taxonomy

    Christina Gilliam’s provided an informative review of how Blooms order of domain has shifted to include remembering, understanding, applying, analyzing, evaluating, and creating.   Gilliam’s presentation included key domain questions  and verbs to consider.

    Integration and community approaches using technology can potentially provide differentiated instruction efficiently.  Training and coaching on best Blooms practices using technology will continue to be a high need.  Instructional designers can assist teachers with how to apply advanced instructional models using learning technologies.

    Blooms Model applied to iPod/iPad Apps

    Nice Wiki on Advanced Instructional Design and Learning Technologies

    This image has been sourced from http://www.usi.edu/distance/bdt.htm.

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  • Prototyping and Instructional Design Reflection

    This week was a great start to learning advanced instructional design techniques.

    Rapid Prototyping and Quality Matters

    Whitney Kilgore’s presentation on Rapid Prototyping and Quality Matters was very interesting.  As a lifelong student and contributor in the online environment,  the recognition that quality matters is essential to the online learning environment.   It is essential for standards to be in place.  Rapid prototyping allows for simple navigation.  Quality matters is more than branding, as Whitney mentioned.  It is the overal experience that is most important to users and students.  Online environments are just now understanding the need for systemic learning approaches in LMS.

    I Like the Idea of Prototyping.

    Problem Based Learning

    October Smith’s presentation on Problem-Based Learning was also enlightening as PBL engages students to critically think, reflect, and approach problems collaboratively.  Learning technologies foster communication by capturing applications to allow for students to research, process and contribute.  I view problem based learning as an instructional strategy, which is instrumental to developing critical thinking and creative skills.  

  • 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

  • Elementary School Pre-Medical Ideas and Resources

    Elementary School Pre-Medical Ideas and Resources.

  • The Importance of Instructional Design

    The value of instructional design and consideration as to how value is determined is a real issue and affects all levels of instruction.  As I work towards becoming an expert in the field of instructional design, I realize skill sets needed will include the following:  the ability to find solutions, new resources, and applications to real world scenarios, analyze information from diverse viewpoints, critical thinking, and flexibility.  After reading Dr. Barbara A. Bichelmeyer’s study, I tend to agree that instructional deign and the field of information science is iinterdisciplinary by nature.  However,  the need to understand how to analyze information and contribute knowledge and organizations will need quality experts to assist in IDT.

    The effectiveness of instruction and quality of teaching must be addressed and modeling will be necessary for me to be successful in this field.  In addition, I think it is important to be an active learner and contributor for organizations and institutions to further the cause of increasing the effectiveness of instructional design.  Learning experiences must be meaningful and researching and finding new approaches, ideas, and methods of evaluation will be areas of research that I will need to work towards.  Also, understanding that change is part of improving the importance of instructional design.  How do we react to change?  How do we work towards producing positive change and participating in a movement to radically change the movement to using technology as an bridge or vehicle to give meaningful  experiences to increase instruction.

    Last summer I coordinated a challenge based learning technology integration 2 day training.  The video created by educators participating emphasizes many of my viewpoints and attitudes towards 21st century learning approaches.

    Dublin ISD Summer 2011 Professional Development

  • Student Digital Art Exhibition on NASA’s MMS 2014 and Solar Weather

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