inspiring high intellectual performances for self- actualization … · 2019-06-12 · activating...

October 19, 2015

Yvette Jackson, Ed. D.

Inspiring High Intellectual Performances for Self-

Actualization and Personal Growth

Yvette Jackson, Ed.D.

Harnessing & Cultivating Potential

Gifts

II. Acknowledge the impact of debilitating

realities from outside and

inside school.

Enriching mediation can correct cognitive

dysfunctions and strengthen the

connections among the neurons.

Mediation can be facilitated through High Operational

Practices.

• 86 – 100 billion

10-15%

30%

Yvette Jackson, Ed.D. 2


Transform Self To Transform the World

EQUITY:

Gifting ALL for HIP,

SELF-ACTUALIZATION & CONTRIBUTION

Understand

SELF HOW TO FLOURISH &

THRIVE IN THE

WORLD

TRANSCENDENCE SELF-TRANSCENDENCE

PEDAGOGY OF CONFIDENCE

3

COMMON CORE STANDARDS: College & Career Rea

• 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

Common Core Standards • 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

²  ENGLISH ² MATHEMATICS

NARRATING ACADEMIC SUCCESS



21st Century HIGHER ORDER THINKING & PRODUCTION

HIP

•  Analogize

•  Think

Syllogistically

•  Forecast

•  Theorize

•  Hypothesize

•  Philosophize

•  Elaborate

•  Innovate

6 Yvette Jackson, Ed.D.

Cultural/

Social Neurobiological/

Emotional Cognitive Physical

ADOLESCENT

SELF-

ACTUALIZATION

Transform

Self

PERSONAL

CONTRIBUTION

Transform

World

7

@YJacksonNUA #nuatc

Cognitive Science

Neuroscience

Gifting Our Students

POTENTIAL = POSSIBILITY


Structural Cognitive Modifiability

NEUROSCIENCE OF LEARNING

  Vy

  90 % Glia – transport nutrients,

regulate immune system

  10% Neurons – (dendrites & axons)

Info processing & connect information

Build on:

  PAST INFORMATION

  STRENGTHS

YOURS?


8


Starting with Strengths

  Vy

Endorphins

Dopamine

Yvette Jackson,

Ed.D.

Engagement Feedback

Reflection 10

LANGUAGE

COGNITION

How does culture/ FOR impact cognition?

CULTURE

p. 82 Yvette Jackson, Ed.D. 11


FORMAL

OPERATIONS

Abstractions:

• Critical Analysis

• Comparative

Thinking

• Evaluation/Critique

• Forecast

• Dialogical

Thinking


HIP

•  Analogize

•  Think

Syllogistically

•  Forecast

•  Theorize

•  Hypothesize

•  Philosophize

•  Elaborate

•  Innovate

2 MILLION BITS OF DATA 147 BITS

Neurobiological


•  FOCUS •  CULTURALLY RESPONSIVE

•  Can override FRONTAL LOBES

• THE RECIPROCAL NEUROCOGNITIVE

INTERACTION

If ALL students are wired with the potential

for high intellectual performances and self-

actualization, why are so many students of

color underachieving?


Maslow’s

Hierarchy of Needs

  Survival

 Physical Safety

  Social Connection

& Belonging

  Self-Esteem &

Self Actualization


LANGUAGE

COGNITION

CULTURE Yvette Jackson, Ed.D.

How YOU see the

world How you think the

world sees YOU

16


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. Person of Color

• Disadvantaged v. Underachievers

• Disabilities v. Variable Learners

• Gap v. Enrichment and Support

FOCUS ON “WEAKNESS”

17


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. Person of Color

• Disadvantaged v. Underachievers

• Disabilities v. Variable Learners

• Gap v. Enrichment and Support

FOCUS ON “WEAKNESS”

18


LANGUAGE

POSITIONAL LANGUAGE=

Power Over v. Power With =

q  Aliteracy

q  Apathy

q  Resistant Behavior

19

Maslow’s

Hierarchy of Needs

  Survival

 Physical Safety

  Social Connection

& Belonging

  Self-Esteem & Self

Actualization


 STRESS Reduces blood flow- breaking down:

o  Memory

o  Problem Solving & Decision Making

•  Vicious Habits – rewires the brain to do the same thing over and over instead of finding new approaches

•  On your feet thinking

Ø  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.

• INTELLECTUAL

DEVELOPMENT

• CREATIVITY

• CONFIDENCE

PTSD - TSD

21


FORMAL

OPERATIONS

Abstractions:

• Critical Analysis

• Comparative

Thinking

• Evaluation/Critique

• Forecast

• Dialogical

Thinking


HIP •  Analogize

•  Think Syllogistically

•  Forecast

•  Theorize

•  Hypothesize

•  Philosophize

•  Elaborate

•  Innovate

• Figurative Language:

• Similes

• Metaphors

• Poetry

• Morphology

• Etymology

• Analogy

• Hypothesis

• Theory

• Philosophy

• Debate

• Syllogisms

• Goal Setting

• Futures Wheel

HIP

Gloria Ladson-Billings & Geneva Ga

•  Identifying and Activating Strengths

•  Building Relationships

•  Nurturing High Intellectual Performances

•  Providing Enrichment

•  Incorporating Prerequisites

•  Situating Learning In The Lives Of Student

•  Amplifying Student Voice

POC 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

7 HIGH OPERATIONAL

PRACTICES THE VISION


StudentVoicesNUA

VOICE

Orchestrated opportunity to be

heard

DIALOGUE

Exchange of ideas or opinions on a

particular issue

DISCOURSE

Written or spoken communication or

debate

DIALOGICAL THINKING

A dialogue or extended exchange between different points of view or

frames of reference

•  PARTICIPATION IN SHARED

PROFESSIONAL LEARNING

•  LEADING PARENT &

COMMUNITY

•  ENGAGEMENTS

•  COLLABORATIVE PLANNING

•  & GOAL

•  SETTING

#7 Amplifying Student Voice


Mediating Learning

L: (U + M) (C1 + C2)

Yvette Jackson, Ed.D. - National Urban Alliance

EQUITY CONSCIOUSNESS

&

SOCIAL JUSTICE

Yvette Jackson, Ed.D. - National Urban Alliance

“I Have A Dream”

….But we refuse to believe that the bank of justice

is bankrupt. We refuse to believe that there are

insufficient funds in the great vaults of opportunity

of this nation And so we’ve come to cash this, a

check that will give us upon demand the riches of

freedom and the security of justice…

EQUITY CONSCIOUSNESS

&

SOCIAL JUSTICE

inspiring high intellectual performances for self- actualization … · 2019-06-12 · activating...

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