Teacher utilization of cognitive instruction in math for children who are deaf

The purpose of this observational study was to decide whether or not a teacher trained in cognitive instruction did in fact teach according to cognitive theory. A teacher and four students were observed for nine lessons. Notes from the observations were scrutinized and classified into categories derived from a cognitive instruction checklist (Scheid, 1994). A pre and post test were also administered to the children to measure their individual gain scores. Evaluation of the observation notes support the conclusion that the teacher did, in fact, teach according to cognitive theory.