The Pedagogy of Confidence

In her new book, Yvette Jackson shows educators how to focus on students' strengths to inspire learning and high intellectual performance. Jackson asserts that the myth that the route to increase achievement by focusing on weaknesses (promoted by policies such as NCLB) has blinded us to the strengths and intellectual potential of urban students, devaluing the motivation, initiative, and confidence of dedicted educators to search for and optimize this potential. The Pedagogy of Confidencedispels this myth and provides practical approaches to rekindle educators' belief in their ability to inspire the vast capacity of their urban students. The author describes practical approaches and examples of how inspirational educators implement High Operational Practices, offering strategies for dealing with cultural disconnects, the influence of new technologies, and language preferences of students. This book illustrates how educators empower student investment in the "mediative learning community" to foster positive relationships.

Yvette Jackson is the Chief Executive Officer of the National Urban Alliance for Effective Education, founded at the College Board and Teachers College, Columbia University. She is internationally recognized for her work in assessing the learning potential of disenfranchised urban students. Yvette Jackson is available for select readings and lectures. To inquire about a possible appearance, please contact: yjackson.poc@gmail.com

Foreword	p. ix
Acknowledgments	p. xii
Introduction	p. 1
Igniting the Pedagogy of Confidence	p. 3
The Pedagogy of Confidence: A Cooperative Process	p. 4
The Conception and Institutionalization of the Pedagogy of Confidence	p. 5
The Organization of the Book	p. 6
Initiating the Pedagogy of Confidence	p. 8
The Belief
The Need to Believe	p. 13
The Past	p. 15
The Impetus for Setting Weaknesses as the Focus of Instruction for School-Dependent Students	p. 19
The Limiting Reality of Assessment Practices	p. 22
Gifted Programs: The Culture of Belief and High Expectations	p. 24
The Continuing Drama of Disregarded Realities	p. 28
Inciting FEAR (False Evidence Appearing Real): Perpetuating the Myth	p. 28
2010: The Tumultuous Battle	p. 30
Other Disregarded Realities: Obscured Learning Barriers Impacting African American School-Dependent Students	p. 39
Inside and Outside of School: Debilitating Conditions That Restrict Learning	p. 39
The Impact of Race and Culture on Cognition and Achievement	p. 45
Neurobiology and School-Dependent Students	p. 48
The Practices
Divining Intelligence: The Transformative Theory and Practice of Reuven Feuerstein	p. 55
Sociocultural Deprivation: The Illusive Inhibitor of Intellectual Development	p. 57
Structural Cognitive Modifiability: The Physiological Aspects of Intellectual Development and Learning	p. 58
Mediation: Accelerating Intellectual Development and Learning	p. 59
Back to Gifted Land: Extraordinary Learning Growth Requires Extraordinary Teaching	p. 70
Feuerstein's Fundamental Principles Applied Through the Pedagogy of Confidence	p. 71
Mediation and Engaging Learning	p. 73
Symbolic Representations for Planning Mediation	p. 74
The High Operational Practices of the Pedagogy of Confidence	p. 86
The High Operational Practices	p. 88
The Science of High Operational Practices	p. 91
The Art of Applying the High Operational Practices	p. 102
Identifying Student Strengths with Thinking Maps	p. 103
Activating Strengths Through Affirmation	p. 105
Animating Strengths and Amplifying Student Voice Through Student-Led Parent Conferences	p. 108
Building Relationships Through Modeling	p. 110
Eliciting High Intellectual Performance and Providing Enrichment Through Renzulli Learning	p. 111
Integrating Prerequisites for Academic Learning Through Professional Development	p. 113
Situating Learning in the Lives of Students Through Teacher and Student Co-Learning	p. 115
Amplifying Student Voice	p. 117
Namaste: The Essence of the Pedagogy of Confidence	p. 124
Orchestrating the Bonding Melody	p. 124
Weaving High Operational Practices into a Pedagogical Symphony	p. 125
Mediating Learning	p. 126
Speaking in a Bold Voice	p. 128
The Structures
Inspiring the Pedagogy of Confidence	p. 135
Reculturation and the Architecture of Support	p. 135
Inspirational Structures	p. 136
Mediative Structures	p. 144
Mediating Discipline Literacy and Learning From Written Text: The Pedagogical Flow Map	p. 145
Creating a Mediative Learning Community: The Structural Conduit for the Pedagogy of Confidence	p. 156
Waiting to Excel: From Belief, Practices, and Structures to the Pedagogy of Confidence	p. 166
Contextualizing Transformation to Realize the Pedagogy of Confidence	p. 166
Turning the Possibilities into Realities	p. 170
References	p. 176
Index	p. 183
About the Author	p. 194
Table of Contents provided by Ingram. All Rights Reserved.

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The Pedagogy of Confidence

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