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
Yvette Jackson, Ed.D.
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
Yvette Jackson, Ed.D. 4
Yvette Jackson, Ed.D.
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
Yvette Jackson, Ed.D.
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?
Yvette Jackson, Ed.D.
8
Yvette Jackson, Ed.D. 9
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
Yvette Jackson, Ed.D.
FORMAL
OPERATIONS
Abstractions:
• Critical Analysis
• Comparative
Thinking
• Evaluation/Critique
• Forecast
• Dialogical
Thinking
21st Century HIGHER ORDER THINKING & PRODUCTION
HIP
• Analogize
• Think
Syllogistically
• Forecast
• Theorize
• Hypothesize
• Philosophize
• Elaborate
• Innovate
2 MILLION BITS OF DATA 147 BITS
Neurobiological
13 Yvette Jackson, Ed.D.
• 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?
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
COGNITION
CULTURE Yvette Jackson, Ed.D.
How YOU see the
world How you think the
world sees YOU
16
Yvette Jackson, Ed.D.
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
Yvette Jackson, Ed.D.
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
Yvette Jackson, Ed.D.
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
Yvette Jackson, Ed.D. 20
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
Yvette Jackson, Ed.D. 22
Yvette Jackson, Ed.D.
FORMAL
OPERATIONS
Abstractions:
• Critical Analysis
• Comparative
Thinking
• Evaluation/Critique
• Forecast
• Dialogical
Thinking
21st Century HIGHER ORDER THINKING & PRODUCTION
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
24 Yvette Jackson, Ed.D.
• 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
25 Yvette Jackson, Ed.D.
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
Yvette Jackson, Ed.D. 26
Mediating Learning
L: (U + M) (C1 + C2)
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
Top Related