Post on 12-Oct-2020
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!