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#### What is CGI you ask?

focuses on

**students figuring out the problem solving process**. The teacher acts

as a facilitator, and students learn problem solving strategies from each

other. Students use what they already know to build on their learning.

### What does CGI look like in the classroom?

There are different problem types that increase in

difficulty. First I introduce the simpler ones, and gradually we get to the

rest of the problem types. The following are examples of joining problems:

**Result unknown:**Mary had six dolls. Her mom gave her

four more dolls. How many dolls does she have now?

**Change unknown:**Sam had six dolls. Her mom gave her

some more dolls. Then she had ten dolls. How many dolls did her mom give her?

**Start unknown:**Jean had some dolls. Her mom gave her

four more dolls. Then she had ten dolls. How many dolls did Jean start out

with?

problems, comparing problems, and multiplication/division problems.

### Getting Started with CGI

The first time I give my class a problem, I let them have an opportunity to solve it on their own.

During this time I am walking around, looking at what they’re doing. Eventually someone

figures out the answer. If it’s a really easy problem, several kids figure it out.

Watch the strategies they implement. The goal is to

have them think critically about the process they used to solve the problem, not

necessarily the answer itself (although the process should lead you to the

correct answer).

what he did to solve the problem. At first it is very hard for them to explain

because they are so eager to just give you the answer and have you tell them

they’re right!

how to solve word problems. The first day you may only have one strategy on the

chart. If you do it every day with a different problem each day, you’ll soon

begin adding more strategies as children implement them.

it, you can explicitly teach it. For example, students don’t always jump to a

number line to solve a problem (although I’ve seen it done). Often the number

line strategy is one I have to directly teach.

someone has implemented a strategy. This will ensure students will refer to it

tomorrow, when they are solving the next problem. You can let them know this

chart is here to help us, and we can look at it when we’re solving problems to

help us remember problem solving strategies.

**There were five trees. Each tree had three apples. How**

many apples were there in all?

many apples were there in all?

solved it. It was interesting to see the way they arranged their blocks. Some

students chose to use blocks, while others drew a picture. The early finishers

re-solved it using another strategy they hadn’t used:

Cognitively Guided Instruction has CGI

problems covering all problem types (from joining and separating to

multiplication and division) already written for you. All your preschool, Kindergarten,

or 1st grade students have to do is cut and glue to their notebook before solving.

You can also just write the problems yourself each day as you go.

(Here’s a freebie if you’re not ready to buy just yet.)

Teacherof20 is a stay at home mom, and past K-1^{st}teacher and reading specialist. She enjoys making

clipart for her TpT storeand helping other teachers with easy, ready to go products that challenge students!

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Carol says

As a CGI Trainer for teachers, teachers are to never teach students strategies! Usually, if we are patient, they will eveNtually move into using other strategies. The number line is still direct modeling . When a student counts on, you might ask how someone couLd prove it in a different way, anD possibly a student will use tHe number line. You will not find the cgi researchers ever suggesting tHat we teach strategies that students don’t use.

HoJo says

Thank you for your comment! I’ve never taught with CGI, so I wasn’t aware of what the typical protocol is. I appreciate you taking the time to let us know what trainers recommend.