NYOS | Instructional Models & Theories

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Instructional Models & Theories Highly Effective Teaching (HET) HET (formerly known as ITI: Integrated Thematic Instruction) was developed by Susan Kovalik. It is a curriculum model that we employ at NYOS that is based on programs for gifted and talented, accelerated learners and extended learning programs. The model is all about using the way the brain develops and builds new knowledge and capitalizes on those learning environments that promote the greatest learning for students. Read more... Cognitively Guided Instruction (CGI) Cognitively Guided Instruction (CGI) is an approach to teaching mathematics where teachers utilize what they know about children’s understanding of mathematics to select problems, pose those problems, question students, and facilitate discussion and sharing. NYOS students are expected to learn number facts and use them to solve problems. They are also expected to verbalize their strategies to their teacher and peers to explain how they solved the mathematical problem or problems which the teacher poses. The administrative team (which includes the elementary principal, assistant principal and instructional coach) are all certified trainers for this approach to mathematics. The approach is a result of research led by Elizabeth Fennema and Thomas P. Carpenter at the University of Wisconsin at Madison. Additional CGI Links
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Instructional Models & Theories

Highly Effective Teaching (HET)

HET (formerly known as ITI: Integrated Thematic Instruction) was developed by Susan Kovalik. It is a curriculum model that we employ at NYOS that is based on programs for gifted and talented, accelerated learners and extended learning programs. The model is all about using the way the brain develops and builds new knowledge and capitalizes on those learning environments that promote the greatest learning for students. Read more...

Cognitively Guided Instruction (CGI)

Cognitively Guided Instruction (CGI) is an approach to teaching mathematics where teachers utilize what they know about children’s understanding of mathematics to select problems, pose those problems, question students, and facilitate discussion and sharing. NYOS students are expected to learn number facts and use them to solve problems. They are also expected to verbalize their strategies to their teacher and peers to explain how they solved the mathematical problem or problems which the teacher poses. The administrative team (which includes the elementary principal, assistant principal and instructional coach) are all certified trainers for this approach to mathematics. The approach is a result of research led by Elizabeth Fennema and Thomas P. Carpenter at the University of Wisconsin at Madison.

Additional CGI Links