## What is Cognitively Guided Instruction?

**Understanding how children's mathematical thinking develops and reflection on how to help children build up their concepts from within (Carpenter 1999).**

*Children's Mathematics Cognitively Guided*__Instruction__, Thomas P. Carpenter, 1999.

After attending a series of Cognitively Guided Instruction (CGI) sessions, provided by our district, it was a no brainer for me, this is the only way to teach math!! I watched my students turn into little math investigators! They were exploring and discussing math while developing their own understating of addition, subtraction, multiplication, and division.

After attending a series of Cognitively Guided Instruction (CGI) sessions, provided by our district, it was a no brainer for me, this is the only way to teach math!! I watched my students turn into little math investigators! They were exploring and discussing math while developing their own understating of addition, subtraction, multiplication, and division.

I promise, if you have not tried CGI with your kids then you have no idea all the math they are truly capable of and already know!!

I promise, if you have not tried CGI with your kids then you have no idea all the math they are truly capable of and already know!!

The hardest part of CGI is letting go of the teaching. Once you stop talking and start listening, you will finally be teaching! Seriously, I kept hearing this and never quite go it. Until one day when I was with a student who was just not getting the concept of what I was teaching. After trying several different strategies I eventually said, "Okay, you teach me." It became apparent, the misunderstanding, as the student was teaching me. The CGI for their learning became simple once I stopped talking and started listening.

The hardest part of CGI is letting go of the teaching. Once you stop talking and start listening, you will finally be teaching! Seriously, I kept hearing this and never quite go it. Until one day when I was with a student who was just not getting the concept of what I was teaching. After trying several different strategies I eventually said, "Okay, you teach me." It became apparent, the misunderstanding, as the student was teaching me. The CGI for their learning became simple once I stopped talking and started listening.

Here is link to read more on CGI from the developers.

Here is link to read more on CGI from the developers.

__Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics____Instruction__**CGI has three levels of developmental strategies.**

1. Direct Modeling Strategies- These kids must see exactly how the problem goes! They need to see every number.

1. Direct Modeling Strategies- These kids must see exactly how the problem goes! They need to see every number.

2. Counting Strategies- These kids are FINGER counters. They don't necessarily need to see every number but use a counting strategies to go up or down.

2. Counting Strategies- These kids are FINGER counters. They don't necessarily need to see every number but use a counting strategies to go up or down.

**3. Number Facts- Theses kids know facts and know how to get to other facts from "derived facts".**

I identify these students within these levels of their development stages and then build their understanding of number sense and help move them move to the next level.

I identify these students within these levels of their development stages and then build their understanding of number sense and help move them move to the next level.

I don't tell my students how to start a problem. I simplyhelp them to "unpack" the problem. Yes, I might have to ask a question 10 different ways to get them to figure out where they might need to start, but I let THEM figure it out so they can own a strategy that works for THEM not ME! The ONE doing the talking is the ONE doing the learning! So I have learned to listen.

I don't tell my students how to start a problem. I simplyhelp them to "unpack" the problem. Yes, I might have to ask a question 10 different ways to get them to figure out where they might need to start, but I let THEM figure it out so they can own a strategy that works for THEM not ME! The ONE doing the talking is the ONE doing the learning! So I have learned to listen.

Below are examples of 3rd and 5th graders work, using CGI math problems. You can see the difference in strategies. They all get the answer but in 3 different ways.

Below are examples of 3rd and 5th graders work, using CGI math problems. You can see the difference in strategies. They all get the answer but in 3 different ways.