Self-Fulfilling Prophecy in African American Students: Exploring African American Achievers
Cynthia A. Wooding
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The Analytical, Creative, and Practical Approach
Implementing Sternberg's Triachic theory in a curriculum and instructional method will improve teacher abilities to assess the student's current level of intellectual functioning and to prescribe interventions such as behavior tasks for this social development curriculum. The unit will maximize each individual's potential for encouraging the student's self image. In lesson one of the curriculum unit, the student explores, creates and demonstrates prior knowledge by identify their talents through the creation of a writing piece, drawing, or verbal presentation. The type of student talent is demonstrated through analytical, creative and practical intelligence through the student's selection of being creative, analytical, or practical. The student will think about what talent they possess and then demonstrate their talent. This is an introduction to the curriculum. This is a way for the teacher to have prior knowledge of a student. It allows prior knowledge to be demonstrated and then to build new knowledge from the old knowledge. The second lesson is the analytical intelligence. It is when new information is given to a student and the student relates this new knowledge with prior background knowledge. In this curriculum the new material or knowledge will be the achievements of African Americans achievers. The analytical intelligence is the intelligence that the student already possesses, or prior knowledge, and how the student builds on new knowledge. In this curriculum, it would be the talents that the student demonstrates in the first lesson, and then how he or she builds new information. This new information is analyzed and interpreted through the knowledge acquisition components. The knowledge acquisition components that appear to be central in the intellectual functioning are selective encoding, selective combination, and selective comparison. The students will interpret the new information with the inter-relationship of prior knowledge and create a similar goals and behavioral tasks from one of the African American Achievers that are presented in the curriculum. The analytical activity is to identify the African American achiever goals, behaviors, and tasks.
The creative intelligence is initiated in the third lesson when the students must create a goal and behavioral tasks to help accomplish the goal that he or she has set for him/herself. This is the ability to deal with novelty in terms of the knowledge acquisition components working all together in higher order executive processes. The creative activity is to create a list of goals, tasks, and behaviors that the students will use to help achieve their prophecy. The practical intelligence is initiated in the fourth lesson when the students have established the goal and the tasks of behavior that relates to their goal. The practical activity is when the student constructs the collage. The behavioral tasks are represented in the making and presentation of a collage. The goal of the student will have one or more behavior tasks that relates to adaptation to an environment, shaping an environment, and/or selection of environment. The behavior that the students displays while making the collage is one way to help determine if the intervention help the students succeed in his or her positive self image. This intervention curriculum will promote positive self-fulfilling prophecy.
