October 19, 2015 Yvette Jackson, Ed. D. Yvette Jackson, Ed.D. - PowerPoint PPT Presentation

Inspiring High Intellectual Performances for Self- Actualization and Personal Growth October 19, 2015 Yvette Jackson, Ed. D. Yvette Jackson, Ed.D.

Harnessing & Cultivating Potential Gifts Enriching mediation 10-15% • 86 – 100 billion can correct cognitive Mediation can be facilitated through dysfunctions and strengthen the High Operational Practices. connections among the neurons. 30% II. Acknowledge the impact of debilitating realities from outside and inside school. Yvette Jackson, Ed.D. 2

PEDAGOGY OF CONFIDENCE Transform Self To Transform the World EQUITY: Gifting ALL for HIP, SELF-ACTUALIZATION & CONTRIBUTION Understand HOW TO FLOURISH & SELF THRIVE IN THE WORLD TRANSCENDENCE SELF-TRANSCENDENCE Yvette Jackson, Ed.D. 3

NARRATING ACADEMIC SUCCESS COMMON CORE STANDARDS: College & Career Rea ² ENGLISH ² MATHEMATICS • Demonstrate independence • Make sense of problems and persevere Common Core Standards in solving them • Build strong content knowledge • Reason abstractly and quantitatively • Respond to varying demands • Construct viable arguments and critique of audience, task, purpose, and discipline the reasoning of others • Comprehend – critique • Model • Value evidence • Use appropriate tools strategically • Use technology and digital • Attend to precision Media • Understand other perspectives • Look for and make use of structure and cultures Yvette Jackson, Ed.D. 4 • Look for and express regularity in repeated reasoning

21 st Century HIGHER ORDER THINKING & PRODUCTION HIP • Analogize • Think Syllogistically • Forecast • Theorize • Hypothesize • Philosophize • Elaborate • Innovate Yvette Jackson, Ed.D.

ADOLESCENT SELF- PERSONAL ACTUALIZATION CONTRIBUTION Transform Transform Self World Cultural/ Neurobiological/ Cognitive Physical Social Emotional 6 Yvette Jackson, Ed.D.

7 Gifting Our Students Cognitive Science Neuroscience POTENTIAL = POSSIBILITY Yvette Jackson, Ed.D. @YJacksonNUA #nuatc

Structural Cognitive Modifiability NEUROSCIENCE OF LEARNING  90 % Glia – transport nutrients, regulate immune system  10% Neurons – (dendrites & axons) Info processing & connect information  Vy Build on:  PAST INFORMATION  STRENGTHS YOURS? 8 Yvette Jackson, Ed.D.

Starting with Strengths Endorphins  Vy Dopamine Yvette Jackson, Ed.D. 9

Engagement Feedback Yvette Jackson, 10 Reflection Ed.D.

How does culture/ FOR impact cognition? LANGUAGE COGNITION CULTURE Yvette Jackson, Ed.D. 11 p. 82

21 st Century HIGHER ORDER THINKING & PRODUCTION FORMAL OPERATIONS HIP • Analogize Abstractions: • Think • Critical Analysis Syllogistically • Comparative Thinking • Forecast • Theorize • Evaluation/Critique • Hypothesize • Forecast • Philosophize • Dialogical • Elaborate Thinking • Innovate Yvette Jackson, Ed.D.

Neurobiological 2 MILLION BITS OF DATA 147 BITS • FOCUS • CULTURALLY RESPONSIVE • Can override FRONTAL LOBES • THE RECIPROCAL NEUROCOGNITIVE INTERACTION Yvette Jackson, Ed.D. 13

If ALL students are wired with the potential for high intellectual performances and self- actualization, why are so many students of color underachieving? Yvette Jackson, Ed.D. 14

Maslow’s Hierarchy of Needs  Survival  Physical Safety  Social Connection & Belonging  Self-Esteem & Self Actualization Yvette Jackson, Ed.D. 15

LANGUAGE How YOU see the How you think the world world sees YOU COGNITION CULTURE Yvette Jackson, Ed.D. 16

NARRATING THE LIVES OF STUDENTS  MYTHS BELIEFS MARGINALIZING LANGUAGE : • Minority v. Person of Color  Intelligence is fixed and related to race • Disadvantaged v. Underachievers  Focus on weakness reverses underachievement • Disabilities v. Variable Learners  IQ and SAT predict potential • Gap v. Enrichment and Support  Gifted education only benefits those labeled as gifted FOCUS ON “WEAKNESS” Yvette Jackson, Ed.D. 17

NARRATING THE LIVES OF STUDENTS  MYTHS BELIEFS MARGINALIZING LANGUAGE : • Minority v. Person of Color  Intelligence is fixed and related to race • Disadvantaged v. Underachievers  Focus on weakness reverses underachievement • Disabilities v. Variable Learners  IQ and SAT predict potential • Gap v. Enrichment and Support  Gifted education only benefits those labeled as gifted FOCUS ON “WEAKNESS” Yvette Jackson, Ed.D. 18

LANGUAGE POSITIONAL LANGUAGE = Power Over v. Power With = q Aliteracy q Apathy q Resistant Behavior 19 Yvette Jackson, Ed.D.

Maslow’s Hierarchy of Needs  Survival  Physical Safety  Social Connection & Belonging  Self-Esteem & Self Actualization Yvette Jackson, Ed.D. 20

 STRESS STRESS Reduces blood flow- breaking down : PTSD - TSD o Memory Problem Solving & Decision o Making • Vicious Habits – rewires the brain to do the same thing over and • INTELLECTUAL over instead of finding new approaches DEVELOPMENT • CREATIVITY • On your feet thinking • CONFIDENCE executive functions and goal oriented behaviors (shrivel of dendrites) – doing the same thing over and over instead of seeking new approach (cognitive predisposition) Ø Yvette Jackson, Ed.D. 21

Yvette Jackson, Ed.D. 22

21 st Century HIGHER ORDER THINKING & PRODUCTION • Figurative Language: • Similes HIP FORMAL • Metaphors OPERATIONS • Analogize HIP • Poetry Abstractions: • Morphology • Think Syllogistically • Critical Analysis • Etymology • Comparative • Forecast • Analogy Thinking • Theorize • Evaluation/Critique • Hypothesis • Theory • Hypothesize • Forecast • Philosophy • Philosophize • Dialogical • Debate Thinking • Elaborate • Syllogisms • Goal Setting Yvette Jackson, Ed.D. • Innovate • Futures Wheel

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 • Yvette Jackson, Ed.D. 24 Gloria Ladson-Billings & Geneva Ga

7 HIGH OPERATIONAL THE VISION PRACTICE S • Identifying and Activating Strengths • Building Relationships • Nurturing High Intellectual Performances • Providing Enrichment • Incorporating Prerequisites • Situating Learning In The Lives Of Student • Amplifying Student Voice Yvette Jackson, Ed.D. 25

VOICE Orchestrated opportunity to be heard # 7 Amplifying Student Voice DIALOGICAL DIALOGUE THINKING Exchange of ideas or A dialogue or StudentVoicesNUA opinions on a extended exchange particular issue between different points of view or frames of reference • PARTICIPATION IN SHARED PROFESSIONAL LEARNING • LEADING PARENT & COMMUNITY • ENGAGEMENTS DISCOURSE • Written or spoken COLLABORATIVE PLANNING communication or • & GOAL debate SETTING Yvette Jackson, Ed.D. 26 •

Mediating Learning L: (U + M) ( C 1 + C 2 )

Mediating Learning L: (U + M) ( C 1 + C 2 )

EQUITY CONSCIOUSNESS & SOCIAL JUSTICE Yvette Jackson, Ed.D. - National Urban Alliance

EQUITY CONSCIOUSNESS & SOCIAL JUSTICE “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… Yvette Jackson, Ed.D. - National Urban Alliance