Transcript CGI PowerPoint - Cognitively Guided Instruction

Cognitively Guided Instruction in
Mathematics
Presented to the Oelwein CSD Board
of Education by the Harlan 2nd Grade
Team.
What is CGI?
• CGI focuses on developing students’
mathematical thinking skills through
instruction.
• Instruction is based on each teacher’s
understanding of her students’ mathematical
thinking skills.
• The goal is to move students through a
hierarchy of cognitive development through
the use of a variety of strategies.
Professional Development
• Teachers attend various meetings throughout
the summer and school year.
• Teachers are learning different strategies, as
well as how to challenge students without
frustrating them.
• Harlan teachers applied and were chosen to
participate in CGI, which is funded completely
by the AEA.
Training
• Original training was presented by Annie
Keith, a co-author of the book used for this
course.
• AEA sends a representative to Harlan school
twice a month to provide support and observe
teacher implementation of CGI.
• A total of 32 teachers were accepted from
Northeast Iowa to participate. 6 teachers are
from Harlan Elementary School.
Why CGI?
• Teachers gain understanding of students’
cognitive abilities.
• Students learn a variety of problem-solving
strategies from other students.
• Students are actively engaged in exploring
various strategies.
• Even struggling students are beginning to look
forward to math class.
The Process
• Students are given a story problem to solve.
• They solve the problem using any strategy.
Students are encouraged to think of more
than one strategy.
• Several students are chosen to share their
solutions and strategies with the class.
• Sometimes differentiated instruction is
utilized in creating story problems to meet the
individual needs of each student.
CGI involves a “sharing out process”, where students
become teachers.
Students are motivated by the desire to be
involved in the sharing out process. They attempt
to come up with different strategies for each
problem, instead of just one “right” strategy.
Solution Strategies Chart
Student Work Sample
This student began with direct
modeling, by drawing tens
and ones cubes.
The second strategy involved
an addition sentence, which
required the student to count
by tens to find an answer.
The third strategy allowed the
student to use number facts
and basic knowledge of Base
10 to quickly and easily solve
the problem.
This student’s overall
cognitive abilities would be
classified as “average.”
Student Work Sample
This student used direct
modeling by drawing a picture
to illustrate the four groups of
ten and the extra five cookies.
The second explanation
describes counting by tens to
solve the problem.
This student’s overall
cognitive ability would be
classified as high-average.
Student Work Sample
This student used the direct
modeling strategy to draw a
picture of five groups of ten
and six extra pieces.
This student’s overall
cognitive ability would be
classified as low.
This work sample also
illustrates differentiated
instruction, as each student is
often able to choose his/her
own numbers to use in the
problem.
Data
• We collected baseline data from the students
and analyzed it at our first CGI training session
of the school year.
• We will collect and compare data on the same
problems to analyze at our May session.
• We also expect to see improvements in the
problem solving section of ITBS.
Conclusion
• We believe that CGI has been beneficial for
both students and teachers in the classroom.
• Teachers have raised expectations for all
students in math problem solving.
• We believe that students in Oelwein
Community School district would benefit from
2-3 consecutive years of CGI, perhaps in
grades 1-3.