Cognitively Guided Instruction
Overview
Cognitively Guided Instruction is an instructional method most often found in elementary math programs. Centered around the belief that all children come to school with informal or intuitive math knowledge, CGI is invovles learning with manipulatives or through the use of pictures or diagrams[1]. Unlike with traditional math instruction, teachers who use CGI place less emphais on formal mathematical constructs such as the use of precise math vocabulary or algorithms.
CGI is deeply rooted in the field of cognitive psychology. WIth an emphasis on mental proceses and thought analysis CGI has become an important tool in many experimental math classrooms. CGI is useful in developing important oral language skills, especially for early childhood through grade four students. Where more direct instructional math classrooms might work on specific paths to one solution, CGI problems are often left open-ended.
Example: Fred had six marbles at school. On the way home from school his friend Joey gave him some more marlbes. Now Fred has eleven marbles. How many marbles did Joey give to Fred?
-->Students may solve this problem by counting down from eleven or by counting up from six. With the use of manipulatives students would be able to represent thier thoughts for this problem multiple ways. For instance, they might make a row of six counting blocks next to a row of eleven counting blocks and then compare the difference. Concepts involving grouping and comparative mathematics certainly become relevant in most Cognitively Guided Instruction.
References
- ^ 1
Carpenter, T., Fennema, E., Franke, M., L. Levi, and S. Empson. Children's Mathematics. Portsmouth, NH: Heinemann, 1999. 4.