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Elementary Math Resources
Cognitively Guided Instruction
The cognitively guided (implicit) instruction model calls for the teacher to have students consider different ways to solve a problem. A variety of student-generated strategies are used to solve a particular problem—for example, using plastic cubes to model the problem, counting on fingers, and using knowledge of number facts to figure out the answer. The teacher then asks the students to explain their reasoning process. They share their explanations with the class. The teacher may also ask the students to compare different strategies. Students are expected to explain and justify their strategies and, along with the teacher, take responsibility for deciding whether a strategy that is presented is viable.
This instructional model puts more responsibility on the students. Rather than being asked to simply apply a formula to virtually identical mathematics problems, students are challenged to use reasoning that makes sense to them in solving the problem and to find their own solutions. In addition, students are expected to publicly explain and justify their reasoning to their classmates and the teacher. Finally, teachers are required to open their instruction to students’ original ideas and to guide each student according to his or her own developmental level and way of reasoning.
The cognitively guided (implicit) instruction model calls for the teacher to have students consider different ways to solve a problem. A variety of student-generated strategies are used to solve a particular problem—for example, using plastic cubes to model the problem, counting on fingers, and using knowledge of number facts to figure out the answer. The teacher then asks the students to explain their reasoning process. They share their explanations with the class. The teacher may also ask the students to compare different strategies. Students are expected to explain and justify their strategies and, along with the teacher, take responsibility for deciding whether a strategy that is presented is viable.
This instructional model puts more responsibility on the students. Rather than being asked to simply apply a formula to virtually identical mathematics problems, students are challenged to use reasoning that makes sense to them in solving the problem and to find their own solutions. In addition, students are expected to publicly explain and justify their reasoning to their classmates and the teacher. Finally, teachers are required to open their instruction to students’ original ideas and to guide each student according to his or her own developmental level and way of reasoning.
Additional Resources
California Mathematics Project - This site will lead to other Math Resources K-12
California Mathematics Project - This site will lead to other Math Resources K-12