Blog #3

Throughout this course we have been studying many different ways to teach students about math, but the newest method is by Cognitively Guided Instruction or CGI. Through listening to two different LPU's on CGI, I have to admit that I am taking a liking to this method. I really like the fact that teachers are present various questions to students, and allowing students to find their own answers by using their own unique way. Students are able to pull from their background knowledge and previous experiences to find the answers on their own. When thinking about the CGI model, two questions form into my thoughts. First, how can I use the CGI model as a special educator. And with this question I believe that I can answer that myself. It's easy. Students of all varieties have previous experiences that can help them in their own way. The key, is being able to pull from those experiences that will actually apply to the task at hand. The problem for students with disabilities, is their ability to know how to take from their previous experiences. That is my job as a special educator to help those students work with what they already know, and then help them to manipulate what they know to find the answer, or maybe help them use an easier strategy. Then, that brings me to my second question. How do we help students using the CGI model when they don't get to the right answer. This was brought up during the video that we watched during class. In one of the clips, a little boy did not get the wrong answer when he used his method to solve the problem. The teacher then referred to another student who used a similar method, but got to the correct answer. I realize that it is not always important for students to know whether their answer was right or wrong and that sometimes it's more about the process. But, when students are using their own methods, and still not getting to the right answer, how do we teach students to use a better method, or what do we do to help those students who are struggling?