COGNITIVELY-GUIDED INSTRUCTION (CGI) One of the teaching approaches to facilitate HOT Is a research based approach in teaching mathematics effectively

Developed by Thomas P. Carpenter & Elizabeth Fennema from University of Wisconsin, USA CENTRAL IDEA OF CGI Children do not come to school as blank slates, they have intuitive understanding about math. They use their informal knowledge of mathematics and variety of strategy to solve problem, even before they are taught formally on how to use abstract mathematical procedure to solve problem. Teacher help the student build on what they already know and help them learn from each other. So, teacher need to understand : The strategy that student use to solve problems before they are taught the formal procedure How children think mathematically Principle of CGI 1. Teachers and research findings on childrens mathematical thinking and problem solving process. Teacher need to be familiar with research findings on childrens solution of mathematical problems, such as addition and subtraction problems. Teachers need to learn to classify, for example addition and subtraction word problem and to identify the processed that children usually use to solve these problems. 2. Teachers assessing childrens problem-solving process.

Teachers need to be able to assess not only whether a child can solve a particular word problem but also how the child solves the problem Within a CGI classroom, a teacher analyzed childrens thinking by asking appropriate questions and listening to childrens responses Teachers analyze and understanding of childrens responses are based on a framework derived from research on childrens thinking 3. Teachers designing instruction based on what they know about students thinking and problem solving process Teachers need to use the knowledge that they derived from assessment and diagnosis of the children to design appropriate instruction Teachers need to include greater emphasis on problem solving and particularly on solving of word problem Teachers may need to alter normal instructional practices of whole-class instruction and individual seatwork to facilitate students more active learning by including the use of learning centers and small, cooperative peer groups 4. Teacher should organize instruction to involve children so that they actively construct their own knowledge with understanding 5. Teachers should ensure that elementary mathematics instruction stresses relationship between mathematics concept, skill and problem solving BASIC TEACHER COMPETENCIES IN IMPLEMENTING CGI APPROACH Teacher should know how specific mathematical content is organized in childrens minds Teachers should be able to make solving mathematical problems the content focus Teacher should be able to assess in what way their students are thinking about the content in question

Should be able to make instructional decision (e.g sequencing of topics) based on their own knowledge of their students thinking WHY CGI EFFECTIVE? Student receive basic skills instruction in a problem-solving context that : a) Meaningful b) Foster HOT Student become proficient at problem solving Student develop confident in their ability to make sense out of the problems Student become motivated to stay on task since problem solving is cognitively challenging ROLE OF TEACHERS & STUDENTS IN CGI Teacher & student work through the exercises in the lesson Teacher might ask the student how they get the answer Teacher explain the students that they are several way to solve the problems

CONSEQUENCE of CGI ON STUDENT Student who answered incorrectly might learn how to arrive at the correct answer Student learn how to approaches problems in different ways in different ways through different example of their friends Student choose the problem-solving methods with which they feel most comfortable Student gain more self-confident and motivation to learn WHAT GOES ON IN A CGI MATHEMATICS CLASSROOM?

Children spend most of their time solving problems Student are not shown how to solve problems Each child solves problems in any way that she can, sometimes in more than one way Each child report how the problem was solved to their friends and teacher Teacher and friends listen and question until they understand Teachers, use the information from each childs reporting of problem solutions, to make decisions about what each child knows and how instruction should be structured to enable the children to learn.