Program


We are excited to announce the conference keynote and opening featured speakers for the 2019 Cognitively Guided Instruction National Biennial Conference. Read below the range of presenters introducing the conference on Monday’s opening sessions.


Keynote Sessions & Speakers 

Monday & Wednesday Keynotes – Megan FrankeNavigating the Journey 

megan franke

CGI researcher, author, and teacher-mentor from the University of California, Los Angeles, Megan Franke will give both the opening and closing keynote addresses on the conference’s theme: Navigating the Journey. Megan’s work on teachers as learners and on generative change will be captured in these talks.

Tuesday Keynote – Teacher Panel – Bending the Curve

Three teachers – Tiffany Tynes Curry (Columbus, OH), Emily Payán (Anoka-Hennepin, MN), & Melissa Adams Corral (Columbus, OH) will present data on students in their individual classrooms to demonstrate how CGI practices aide in bending the curve for students from all backgrounds. The panel discussion will be moderated by Rebecca Ambrose from UC Davis.

Featured Speakers for Monday’s Opening Sessions

Introducing the Supporting Each & Every Learner Strand Luz Maldonado, Gladys Kruse & Melissa Adams Corral – Language and the CGI Classroom

Luz Maldonado (Texas State University), Gladys Krause (College of William & Mary), and Melissa Adams Corral (The Ohio State University) are asking: What are your questions about language and mathematics learning? What can teachers do to create spaces where multilingual students share their mathematical thinking and participate fully? When educators begin to understand the importance of mathematics instruction is focused upon students’ mathematical thinking, one then wonders how to access everyone’s mathematical ideas!


Introducing the Early Mathematics & Counting Strand — Angela Chan Torrou, Nick Johnson & Anita WagerCGI in Early Childhood: Finding Spaces for Children’s Thinking

Angela Chan Turrou and Nick Johnson from the University of California, Los Angeles, and Anita Wager from Vanderbilt University will explore the “spaces” in early childhood settings – counting, breakfast, outside, planned/spontaneous activities – and consider: What opportunities are there to learn about children’s thinking? What does the teachers’ response help children to see about themselves and their attempts to do math? How is children’s brilliance highlighted and mathematical joy cultivated?


Introducing the Fractions & Decimals Strand — Susan Empson & Vicki Jacobs Exploring Children’s Early Fraction Understanding

Susan Empson, from the University of Missouri, and Vicki Jacobs, from the University of North Carolina, Greensboro, will explore a range of problem types, number choices, and children’s strategies to address these questions: What are the first fraction concepts children understand and why are they important? How does a teacher build children’s understanding of these concepts? How do children’s strategies reflect these understandings? 


Introducing the Whole Number Operations Strand – Carolee Hurtado, Darlene Fish Doto, Natali Gaxiola, Kendra Lomax & Kassia Omohundro Wedekind Making Counting Joyful and Meaningful for Student Learning

What’s so complex about counting? What makes it important to student learning? What kinds of mathematical insights and investigations can counting inspire? We will explore these questions by sharing images of the work teachers, families, and students do together through choral counting and counting collections.


Introducing the Multi-Digit Multiplication & Division Strand — Jae Baek, Kim Meyer, Linda Jaslow, Linda Levi & Pam KeithAnalyzing Students’ Strategies for Multidigit Multiplication & Division

Jae Baek from Illinois State University at Normal will be joined by Kim Meyer, Linda Jaslow, and Linda Levi to explore the sophisticated strategies students construct for multi-digit multiplication and division and the properties of operations their strategies are based on. 


Introducing the Instructional Practices Strand — Dan Batty & Rebecca Neal Developing Caring Relationships in CGI Classrooms

dan batty
rebecca neal

Dan Batty, from Rutgers University, and Rebecca Neal, from Hamline University, will present their work on Developing Caring Relationships in CGI Classrooms. Math can produce feelings of anxiety and inadequacy. Even in CGI, as we focus on designing instruction around students’ thinking in mathematics, we can overlook relational dimensions of instruction. During this session participants will examine supportive classroom interactions, making strategies on how to build caring relationships, particularly with under-served students.


Introducing the Scaling Up Strand — Wendy Green, Mary Nevins, Thorma Thacker, Remona Moore, Tara Sanders, Kendra Bookout, Patricia Goodman & Hidda Spencer Our Journey as CGI Leaders

Arkansas embarked on a statewide initiative introducing CGI professional development to teachers and students across the state. This session explores the results of both that larger initiative and how CGI played in terms of the ups and downs of our own individual journeys.


Introducing the Professional Development Strand — Theodore Chao & Youmna Dieri – A Framework for Critical Teacher Noticing

Theodore Chao and Youmna Dieri (The Ohio State University) present that while the CGI framework details aspects of children’s mathematical thinking, it doesn’t explicitly address issues of power and privilege, particularly how children from oppressed communities are positioned mathematically. We examine problem-solving interviews with pre-service teachers, analyzing how they interact with children and each other along axes of power.


Geometric Thinking — Rebecca Ambrose & Erica Burnison – Shapes + Numbers Equals Thinking!

Rebecca Ambrose and Erica Burnison of UC Davis ask how big is this? Join to see what children do when finding the volume of polyhedra using cubes and examine the different levels of thinking exhibited. Discuss various activities that stretch children’s understanding of shape and number. Consider ways to orchestrate discussion so kids learn from one another.


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