PEDAGOGICAL INTELLIGENCE AND SELF-ADVOCACY IN THE FIRST

YEAR AND BEYOND

Rebecca Matte, FacultyDepartment of First Year Studies

Landmark College

Agenda

•Define Pedagogical Intelligence

•Introduce Strategies Portfolio

•Review First Year Studies Curriculum:

•View Samples of Portfolios

•How students use it to advocate

Pedagogical Intelligence

“Pedagogical Intelligence is a regular process of research, analysis, and selection of relevant information…”

(Pinte,2005)

Pedagogical Intelligence

For TeachersSupport the challenge of Thinking and Learning

Facilitator of Learning

*Transparency in Teaching/Learning Process*

Pedagogical Intelligence

For Students:

“Acquiring competencies that are transferable and

allow them to work autonomously….”

(Pinte,2005)

Future semesters

Graduate School

Employment choices

“…and when the time comes, to develop their own

paths, to make their own discoveries.”

(Pinte,2005)

Strategies Portfolio and Reflection

• Reflections on semester and reframing view of self

• Artifacts (resources & strategies)• with “Notes to self”

•Accommodations list

• Goals short term, long term

FY1011 Curriculum

Content

4 Domains Theory

Brain Function

Memory

Emotional/Behavioral Responses

to Academics

Factors Affecting Learning

Locus of Control / Mindset Theory Intelligence

Theory

Hx of LD and LD

Law

Reframing Theory

Study Skills

Master Notebook

2-Column notes

SMART cards

Active Reading

Concept Mapping

OneNote

Self Management

NeurotropeProject

Journals

Time Tracker

Planner

Resources

J.Forsythe & R. Matte, 2008

Global Views:Teaching & Learning Process

Motivation Social Emotional

Influences

Self Regulation Academic Skill

Attainment

Traditional Study Skills

Notetaking

Activer Reading Skills

(with and without tech)

Non-Traditional Study Skills

Notetaking

Neurotrope Chart

Monitoring Self:

Choices and

Habits affecting

overall

functioning.

LD and the Law

Accommodation/Strategy Strategy or

Accommodation? Diagnostic Features of Learning profile and Rationale for

Modification

Ex: Books on Tape/Kurzweil Auxilliary Aids; Exam

Accommodations

Reading Disorder/Dyslexia; decoding deficits reduce reading speed and

comprehension. Kurzweil allows listening comprehension

strengths to improve both.

Varied “Active” Modalities

Bodily-kinsethetic

Bodily-kinesthetic

Hands-on processing

Peer interaction

Collaborative Learning

Experiential Learning

FY1011 Curriculum

Pair- Share (5 minutes)

•Turn to a partner and on a piece of paper

• Define Pedagogical Intelligence

• Draw a visual image of this concept (picture or concept map)

• Give an example of it in your classroom

Final Portfolio Assignment

• The Portfolio• Cover Page

• Reflective Essay

• Defining Moment Paper Analysis

• Accommodations Request and Rationale

• Artifacts

• Portfolio Presentation• To advisors and other faculty guests

• Explain learning discoveries

Pair-Share

•How might you be able to adapt this to work with your existing program?

Thank You!