@YJacksonNUA. National Urban Alliance: The Pedagogy of Confidence. Gifting All Students
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1 @YJacksonNUA National Urban Alliance: The Pedagogy of Confidence 1 Gifting All Students
2 GIFTED EDUCATION? 2
3 3 GIFTED EDUCATION? BELIEF!! Expectations
4 4 GIFTED EDUCATION? BELIEF PHILOSPHY
5 Pedagogy of Confidence 5 BELIEF PHILOSPHY HIP
6 Personal Philosophy A personal philosophy is a way of life, a frame of mind which sets your perspective on all things in life. (WikiAnswer) Values Beliefs Pedagogical Practices Invitations and Convenings
7 VISUAL METAPHOR Mining for Strengths Montage Select one photo from the group of four that you feel represents your personal philosophy and therefore your role with your students. Discuss with group and compare.
8 Metaphor A figure of speech in which an implied comparison is made between two unlike things that actually have something in common. Adjective: metaphorical. ***** A way of describing something by comparing it to something else.
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10 10 HIP: Goals of Gifted Programs a) to provide young people with maximum opportunities for self-fulfillment through the development and expression of one or a combination of performance areas where superior potential may be present; b) to increase society s supply of persons who will help to solve the problems of contemporary civilization by becoming producers of knowledge and art rather than mere consumers of existing information.
11 PEDAGOGY of CONFIDENCE Gifting ALL Our Students: Apprentice in Giftedness Cognitive Science Neuroscience Master Teacher Epistemology for EQUITY & HIP For all
12 Personal Philosophy Today s Flow Overview and Context POC Gifting Students DISPELING THE MYTHS: Science of Learning PRACTICES HOP S Student Voice STRUCTURES Mediative Learning Community Mediation & Priming, Processing, & Retaining for Mastery
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14 National Urban Alliance: The Pedagogy of Confidence
15 National Urban Alliance: The Pedagogy of Confidence 15
16 EQUITY Yvette Jackson, Ed.D. - National Urban Alliance
17 EQUITY Reciprocal Relationship Yvette Jackson, Ed.D. - National Urban Alliance
18 EQUITY Yvette Jackson, Ed.D. - National Urban Alliance
19 EQUITY Knowing what s expected Believing you have what it takes to meet those expectations. Reciprocal Relationship Yvette Jackson, Ed.D. - National Urban Alliance
20 Common Core Standards EXPECTATIONS: College & Career Ready English Mathematics Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task, purpose, and discipline Comprehend - critique Value evidence Use technology and digital media Understand other perspectives and cultures
21 INTENTION: ALL students are supported to demonstrate High intellectual Performances National Urban Alliance: The Pedagogy of Confidence STRATEGIC & MINDFUL MEDIATION ATTENTION What How Gifting all students through es equity:
22 National Urban Alliance: The Pedagogy of Confidence What affects intellectual development?
23 RENZULLI Above Average Task Commitment Creative Yvette Jackson, Ed.D. - National Urban Alliance
24 EQUITY Cognitive Science Neuroscience
25 Yvette Jackson, Ed.D. - National Urban Alliance MEDIATION Learning = a quality of human-environment interactions S input O R elaboration student output
26 3/13/14 7 HIGH OPERATIONAL PRACTICES Identifying and Activating Strengths Building Relationships Nurturing High Intellectual Performances Providing Enrichment Incorporating Prerequisites Situating Learning In The Lives Of Student Amplifying Student Voice Gloria Ladson-Billings & Geny
27 3/13/14 CORE PROCESS OF LEARNING COGNITIVE SCIENCE How the brain makes meaning: Ways of Understanding & Knowing
28 ATTENTION COGNITIVE SKILLS judge analyze compare contrast synthesize COGNITIVE PROCESSES context, attributes, comparatives, categories, spatial structures, seriation/ ordering,etc., causality, and analogy FORMAL OPERATIONS Abstractions: Critical Analysis Comparative Thinking Evaluation Forecast Dialogical Thinking HIP Analogous Thinking Theorize Philosophize Propositions Decision making
29 3/13/14 How does culture/ FOR impact cognition? CULTURE
30 How does culture/ FOR impact cognition? 30 CULTURE
31 National Urban Alliance: The Pedagogy of Confidence 31 CORE PROCESS OF LEARNING + COGNITIVE Constructing Meaning Cultural Frame of Reference NEUROSCIENCE PLASTICITY OF THE BRAIN
32 3/13/14 CORE PROCESS OF LEARNING + COGNITIVE Constructing Meaning Cultural Frame of Reference NEUROSCIENCE PLASTICITY OF THE BRAIN Wired for high intellectual performances
33 Structural Cognitive Modifiability Reuven Feuerstein Vy 90 % Glia transport nutrients, regulate immune system 10% Neurons (dendrites & axons) Info processing & connect info Yvette Jackson, Ed.D. - National Urban Alliance
34 National Urban Alliance for Effective Education The Pedagogy of Confidence Structural Cognitive Modifiability Reuven Feuerstein 90 % Glia transport nutrients, regulate immune system 10% Neurons (dendrites & axons) Info processing & connect info Building on: past info strengths
35 3/13/14 CORE PROCESS OF LEARNING COGNITIVE Constructing Meaning Cultural Frame of Reference
36 STRENGTHS EMOTIONS Yvette Jackson, Ed.D. - National Urban Alliance
37 3/13/14
38 3/13/14 CORE PROCESS OF LEARNING COGNITIVE Constructing Meaning Cultural Frame of Reference
39 National Urban Alliance: The Pedagogy of Confidence WHY DO SO MANY STUDENTS OF COLOR EXPERIENCE UNDERACHIEVEMENT?
40 MYTHS National Urban Alliance for Effective Education The Pedagogy of Confidence NARRATING THE LIVES OF STUDENTS BELIEFS Intelligence is fixed and related to race Focus on weakness reverses underachievement IQ and SAT predict potential Gifted education only benefits those labeled as gifted
41 National Urban Alliance for Effective Education The Pedagogy of Confidence NARRATING THE LIVES OF STUDENTS MYTHS BELIEFS Intelligence is fixed and related to race Focus on weakness reverses underachievement IQ and SAT predict potential Gifted education only benefits those labeled as gifted MARGINALIZING LANGUAGE: Minority v. Students of Color Disadvantaged v. Underachievers Disabilities v. Variable Learners Gap v. Enrichment and Support
42 ECOLOGICAL PERSPETIVE 42 FRONTAL LOBES Prefrontal Cortex Amygdala CULTURE
43 Yvette Jackson, Ed.D. - National Urban Alliance o impairs cognitive functions o reduce blood flow in top frontal lobes: area activates on your feet thinking CREATIVITY + CONFIDENCE
44 Continuous, prolong release of Cortisol: Lesions on the brain Vicious Restrictive Habits rewiring part of brain nonproductive patterns executive functions and goal oriented behaviors (shrivel of dendrites) doing the same thing over and over instead of seeking new approach (cognitive predisposition) Yvette Jackson, Ed.D. - National Urban Alliance Under nutrition
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46 Change the input and the brain changes accordingly! HOP HOP HOM HIP 73
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48 POC: MEDIATION via HIGH OPERATIONAL PRACTICES 7 High Operational Practices Identifying and Activating Strengths Building Relationships Nurturing High Intellectual Performances Providing Enrichment Incorporating Prerequisites Situating Learning In The Lives Of Student Amplifying Student Voice
49 ENGAGEMENTS FOR LEARNING Student Strengths 49 Cesar National Urban Alliance: The Pedagogy of Confidence
50 For Kids, Two Languages Can Be as Easy as One By Peter West HealthDay Reporter July 9, Science Pre-verbal, 12-month-old, bilingual infants - more flexible at learning speech structures than monolinguals. Cognitive pathways developed during the learning of two languages - might make bilingual children more efficient in acquiring new information. Bilingual speakers - more proficient at dealing with distractions than those who spoke only a single language. That ability was even more pronounced for older people, suggesting that multilingualism might help elderly speakers avoid age-related cognitive problems.
51 3/13/14 GIFTING ALL STUDENTS THROUGH EQUITY CULTURALLY RESPONSIVE TEACHING 7 HIGH OPERATIONAL PRACTICES Identifying and Activating Strengths Validating Comprehensive Multidimensional Empowering Transformative Emancipatory Building Relationships Nurturing High Intellectual Performances Providing Enrichment Incorporating Prerequisites Situating Learning In The Lives Of Student Amplifying Student Voice Gloria Ladson-Billings & Geneva Gay
52 National Urban Alliance: The Pedagogy of Confidence 52 Dimensions of Equity: 1) removing the predictability of academic success or failure based on social, economic, or cultural factors, 2) interrupting inequitable practices, eliminating biases and oppression and creating inclusive school environments for adults and children, and 3) discovering and cultivating the unique gifts, talents, and interests that each human being possesses within and across schools, districts, and communities in partnership with one another (Osta and Perrow, 2008, p.3-4). 58
53 I. Three Beliefs: Intelligence is modifiable All students benefit from a focus on HIP Learning is influenced by the interaction of culture, language, and cognition
54 I. Three Beliefs: Intelligence is modifiable All students benefit from a focus on HIP Learning is influenced by the interaction of culture, language, and cognition II. Acknowledge the impact of debilitating realities from outside and inside school. III. Enriching mediation can correct cognitive dysfunctions and strengthen the connections among the neurons. IV. Mediation can be facilitated through High Operational Practices.
55 Strengths-Based Focus Oasis PRINCIPAL University Partner TEACHER High Operational Practices for self-directed learning & Self-actualization All voices emancipated: Empowered to help transform
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57 Strategic Planning
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59 @YJacksonNUA
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62 3/13/14 PEDAGOGY OF CONFIDENCE INTENTION ATTENTION Culturally Responsive Teaching through a Gifted Education: High Intellectual Performances from ALL for Self-Directed Learning, CCSS and Self- Actualization Closing the Gap between Innate Potential and Achievement Mediated via THE ARTS Professional Learning: Strengths-Based Approach Cognitive and Neuroscience High Operational Practices for Intellectual, Academic, and Social Development Explicit Teaching of Higher Order Thinking Processes and Habits of Mind/Dispositions Literacy of the Disciplines Mediating Underdeveloped Skills and Affirming Cultural Frames of Reference
Essentials of Ability Testing. Joni Lakin Assistant Professor Educational Foundations, Leadership, and Technology
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