PEDAGOGICAL
INTELLIGENCE AND SELFADVOCACY IN THE FIRST
YEAR AND BEYOND
Rebecca Matte, Faculty
Department 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 Teachers
Support 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)
“…and when the time
comes, to develop their own
paths, to make their own
discoveries.”
Future
semesters
Graduate
School
Employment
choices
(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
Locus of
Control /
Mindset
Theory
4
Domains
Theory
Brain
Function
Memory
Factors
Affecting
Learning
Emotional/
Behavioral
Responses
to
Academics
Intelligence
Theory
Hx of LD
and LD
Law
Reframing
Theory
Study Skills
Active
Reading
Master
Notebook
2-Column
notes
SMART
cards
Concept
Mapping
OneNote
Self Management
Neurotrope
Project
Planner
Resources
Journals
Time
Tracker
J.Forsythe & R. Matte, 2008
Global Views:
Teaching & Learning Process
Motivation
Social Emotional
Influences
Self Regulation
Academic Skill
Attainment
Traditional Study Skills
Activer Reading Skills
(with and without tech)
Notetaking
Non-Traditional Study Skills
Notetaking
Neurotrope Chart
Monitoring Self:
Choices and
Habits affecting
overall
functioning.
LD and the Law
Accommodation/Strategy
Ex: Books on Tape/Kurzweil
Strategy or
Accommodation?
Auxilliary Aids; Exam
Accommodations
Diagnostic Features of Learning profile and Rationale for
Modification
Reading Disorder/Dyslexia; decoding deficits reduce reading speed and
comprehension. Kurzweil allows listening comprehension
strengths to improve both.
Varied “Active” Modalities
Bodily-kinesthetic
Hands-on processing
Peer interaction
Bodily-kinsethetic
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!