PEDAGOGY OF CONFIDENCE®
Engaging the Mind for
High Intellectual Performance
Yvette Jackson, Ed.D. National Urban Alliance
`
„
„
„
The fearless expectation and support for all
students to demonstrate high intellectual
performance.
The artful
Th
tf l use off th
the science
i
off llearning
i
t
to
create practices that nurture high intellectual
performances.
VOICE and Leadership for self
self-directed
directed
learning and self-actualization.
Yvette Jackson, Ed.D. National Urban Alliance
AMPLIFYING INTELLIGENCE
NEUROSCIENCE
Learning
&
HIP
COGNITIVE SCIENCE
Yvette Jackson, Ed.D. –
National Urban Alliance
The Science of Engaging
Learning and HIP
L: (U + M) (C1 + C2)
Yvette Jackson, Ed.D. National Urban Alliance
LANGUAGE
COGNITION
CULTURE
Yvette Jackson, Ed.D. National Urban Alliance
BELIEF =
Expectations
G/T - HIP
PRACTICES
strengths/interests/a
pplication of
learning/tutoring
Yvette Jackson, Ed.D. National Urban Alliance
STRUCTURES
Enrichment/AP/
voice
High Operational Practices
PEDAGOGY of CONFIDENCE
1.
Identifying and Activating Strengths
2.
Building Relationships
3.
Nurturing High Intellectual Performances
4.
Providing Enrichment Experiences
5.
Incorporating Prerequisites for Learning
6.
SITUATING LEARNING IN THE LIVES OF STUDENTS
7.
Amplif ing Student
Amplifying
St dent Voice
Yvette Jackson, Ed.D. National Urban Alliance
Structural Cognitive Modifiability
Reuven Feuerstein
„
„
Vy
„
90 % G
Glia
a – transport
a spo
nutrients, regulate
immune system
10% Neurons
N
–
(dendrites & axons)
Info processing & connect
info
„
„
Thicker axon
faster
conduction
d ti off iinfo
f
Building on past
info/strengths > thickness
> efficiency
ff
Yvette Jackson, Ed.D. National Urban Alliance
ENGAGEMENTS FOR LEARNING
St
Strengths
th off Urban
U b Underachievers
U d
hi
Underachievers
hi
Yvette Jackson, Ed.D. National Urban Alliance
Figure 1 Components of 21st Century Learning
PEDAGOGY OF CONFIDENCE
See th
S
the potential
t ti l
and not the lack.
Perspectives & Relationships
When you change the way you
look at things,
g , the things
g y
you look
at change!Yvette Jackson, Ed.D. - - Wayne Dyer
National Urban Alliance
H
How
are th
their
i lives
li
narrated
t d in
i school?
h l?
Yvette Jackson, Ed.D. National Urban Alliance
MARGINALIZERS
of
POLICIES
Minority v.
v students of color
„ Disadvantaged v. school
dependent/students put at a
disadvantage
„ Low
L
achievers
hi
v. underachievers
d
hi
„ Disabilities v. variable learners
„ Gap v. enrichment and support
„
Yvette Jackson, Ed.D. National Urban Alliance
MEDIATING ENGAGEMENT AND LEARNING
LANGUAGE
COGNITION
relevant
CULTURE
meaningful
Negative Beliefs – Wired Responses
Stress
orelease
release hormone cortisol
– impairs cognitive
functions
oReduce blood flow in top
frontal lobes: area activates
on your feet thinking
CREATIVITY + CONFIDENCE
Yvette Jackson, Ed.D. National Urban Alliance
YOU!!
Reuven Feuerstein
„
Perceptions of self:
affected by
perceptions of others
Socio-cultural
Deprivation
YOUR FOCUS IS YOUR
REALITY!!!
Yvette Jackson, Ed.D. National Urban Alliance
Key Word Notes
Yvette Jackson, Ed.D. National Urban Alliance
Leader Recorder Reporter
Time
Keeper
Yvette Jackson, Ed.D. National Urban Alliance
Material
M
t i l
Manager
Structural Cognitive Modifiabilty:
REUVEN FEUERSTEIN
•Change the input and the brain changes
accordingly.
di l
•
MEDIATION
Yvette Jackson, Ed.D. National Urban Alliance
Mediation
Poor language development
Yvette Jackson, Ed.D. National Urban Alliance
MEDIATION
LANGUAGE
S
COGNITION
H
R I
P
CULTURE
Yvette Jackson, Ed.D. NUA
PEDAGOGY OF CONFIDENCE:
Mediating for
MOTIVATING & SELF-ACTUALIZING
„
Causes of the weak areas?
„
Address the causes?
„
Strengths of the students?
„
Leverage the strengths to
g
the weak areas?
mitigate
„
Intellectual
capacities
iti they
th have
h
that
th t
could motivate self-directed
learning and
self-actualization?
Yvette Jackson, Ed.D. National Urban Alliance
„
Ensuring our students
are………………
“GIFTed”
BELIEF
Yvette Jackson, Ed.D. National Urban Alliance
PLASTICITY OF THE BRAIN
L: (U + M) (C
C 1 + C 2)
I li ti
Implications
for
f Pedagogy
P d
Yvette Jackson, Ed.D. National Urban Alliance
High Operational Practices
PEDAGOGY of CONFIDENCE®
1.
Identifying and Activating Strengths
2.
Building Relationships
3.
Nurturing High Intellectual Performances
4.
Providing Enrichment Experiences
5.
Incorporating Prerequisites for Learning
6.
SITUATING LEARNING IN THE LIVES OF STUDENTS
7.
Amplif ing Student
Amplifying
St dent Voice
Yvette Jackson, Ed.D. National Urban Alliance
Amplifying Student Voice
+
Building on Strengths
POC
StudentVoicesNUA™
SDL & SA
Equity,
q y, Access,, and Simple
p Fairness
„
„
„
„
„
„
VOICE
FEEDBACK
DIALOGUE
DISCOURSE
GUIDED DIALOGICAL THINKING
OPPORTUNITY FOR
INVESTMENT
Yvette Jackson, Ed.D. National Urban Alliance
What the
brain seeks:
ENGAGEMENT
CHALLENGE
Yvette Jackson, Ed.D. NUA
FEEDBACK
“High level activities increase intellectual
development.”
p
Jean Piaget
High
Hi h
Intellectual
Performance
?
Yvette Jackson, Ed.D. National Urban Alliance
CONSIDERATIONS FOR LEARNING
HIP
HOP
Yvette Jackson, Ed.D. National Urban Alliance
L=(U+M)(C1 + C2)
FLUENCY
CONSTRUCT MEANING
COMPOSE
Judge
Criticize
Phenomenalize
Synthesize
Physicalize
Novelize
Revolutionize
Extemporize
Evaluate
Theorize
Politicize
Particularize
High
g
Intellectual
Performance
Communicate
Poeticize
Romaniticize
M bili
Mobilize
Understand
C t lli
Crystallize
Realize
Specialize
p
Critical thinking
Hypothesize
Formulize
Phenomenize
High Operational Practices
PEDAGOGY of CONFIDENCE
1.
2.
2
3.
4
4.
5.
6.
7
7.
Identifying and Activating Strengths
Building Relationships
Nurturing High Intellectual Performances
Providing Enrichment Experiences
Incorporating Prerequisites for Learning
SITUATING LEARNING IN THE LIVES OF
STUDENTS
Amplifying Student Voice
Yvette Jackson, Ed.D. National Urban Alliance
GIFTEDNESS……..
Performance
f
“…Achievement is talent plus preparation.
The closer psychologists look at the careers of
the gifted, the smaller the role innate talent
seems to play and the bigger the role
preparation seems to play (p.38).”
Yvette Jackson, Ed.D. National Urban Alliance
CHALLENGE AND RIGOR
THE CAPACITY TO UNDERSTAND CONTENT
THAT IS:
„ COMPLEX
„ AMBIGUOUS
„ PROVOCATIVE
PERSONALLY/ EMOTIONALLY CHALLENGING
(dilemmas, problems, inquiry:
themes, real life problems, current events)
„
ANALOGIES
„
(A)
(B)
(C)
(D)
(E)
DAB: QUANTITY
sniffle: nose
disinfectant: antiseptic
gnaw: teeth
piece: pair
jaunt: trip
Yvette Jackson, Ed.D. National Urban Alliance
Adolescents and Learning
„
FORMAL OPERATIONS
„ DE-CENTERING
„ ABSTRACT THINKING
„ CONCRETE
„ FRAME
EXPERIENCES from:
OF REFERENCE
„ PRIOR KNOWLEDGE
Today’s
Today s Objectives
„
„
„
„
Share strategy successes/challenges
Study and practice NUA learning and
teaching strategies
Plan and prepare for our Student-taught
Lesson
Plan for supporting our Student Teachers
between now and the next site visit.
visit
41
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„
A Collective Review
SEARCH TIME: Take 2 minutes of
SILENT SEARCH time to look through
your notebook and find one powerful
piece of information about NUA,
NUA
teaching and learning, etc.
SHARE TIME: (everyone stands) When
you feel led, share your powerful
information.
information
If you hear the information you were
going
i tto share…sit
sh
sit down!
d
!
42
Principles of Learning
Priming
Processing
Retaining
for Mastery
NUA
Yvette Jackson, Ed.D. NUA
SITUATE LEARNING IN THE LIVES OF THE STUDENTS
RELATIONSHIPS
Yvette Jackson, Ed.D. National Urban Alliance
Taxonomy of Relationships
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
alien
ichneumon
zombified
subroutine
cocoon
ephemeral
orb-weaving
wasp
paralyze
spider
possession
hunted
host
ind ced
induced
Yvette Jackson, Ed.D. National Urban Alliance
Yvette Jackson, Ed.D. National Urban Alliance
Yvette Jackson, Ed.D. NUA
Yvette Jackson, Ed.D. National Urban Alliance
READ DRAW WRITE
READ-DRAW-WRITE
51
BUBBLE MAP
e.g., Analogies, Similes
Yvette Jackson, Ed.D. NUA
Reflection
STRATEGY REVIEW
STRATEGY
PURPOSE
PROCESS
Community
Builder
Symbolic
Representation
Bubble Map
Circle Map with
Frame
Yvette Jackson, Ed.D. NUA
Neuro/Cognitiv
e Science Base
Bragaw Jr. Teachers
54
ENGAGEMENTS FOR LEARNING
St
Strengths
th of
f U
Underachievers
d
hi
social
creative
resilient
UnderUnder
achievers
problem
solving
verbal
techsavvy
passionate
analytical
Yvette Jackson, Ed.D. - National
Urban Alliance
NUA Beliefs: A Summary
„
„
„
Intelligence is modifiable.
modifiable
All students benefit from a focus on high
intellectual performance (HIP).
Learning is influenced by the interaction of
culture, language, and cognition.
Yvette Jackson, Ed.D. National Urban Alliance
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