Check out our new Video Podcast -- Math Snacks!
cognitively guided instruction
When designing a tiered math lesson, the teacher must first think about what is the learning goal for the class, but then adapt the difficulty of the task up and down based upon individual student needs. Tiering is often confused with tracking. Let me explain my understanding of the difference. Tracking is deciding to have three or four groups of students, teachers then "fit" the students into the appropriate group. In tracking, students usually do not move as often and are often "stuck" in a group. In tiering, the teacher first assesses the students abilities
As I work more and more with students I have come to the conclusion that the problem is NOT that they don't know their number facts, like we "teachers" often reply. Not knowing their basic facts I believe is the symptom to a much larger problem. Kids DON'T HAVE NUMBER SENSE. If kids had number sense they would know their basic facts because they would understand and have strategies for finding out facts. For example: A student might have memorized 4 x 3 = 12 but when asked so what is 4 x 6 they often claim, "I don't know, I haven't memorized that one
This is my first blog focusing specifically on a research-based strategy called Cognitively Guided Instruction, CGI for short. My journey with CGI began seven years ago when I was searching for a brain-based strategy in math. I came across CGI and went to a week training in Portland. The Teachers Development Group was offering the week training. It was at this time I gained the increased knowledge about the fourteen problem types, students' mathematical strategies and the importance of quality questioning and student communication. Throughout the past seven years I have offere