Chess in Schools: Moving Towards Unified Framework of Learning

Authored by, Malola Prasath T S Ganapathy Krishnan H Malola Priya S KR Seshadri

Presented by, Malola Prasath T S

Educational-Cultural Observation ‡ Inducing professionalism is the educational process ‡ Our Focus ± Process of Deploying the chess in Schools ‡ Deploy chess without over heading the cultural and educational processes.Introduction ‡ Emerging Trends ± Chess in being made compulsory in Schools ‡ Improving Social. ‡ Measurement Intensive learning 2 . ± Process of Maintaining the chess in Schools ‡ Aligning activities with the chess principles. ‡ Chess as a mirror to project our character and increase the awareness in ourselves .

3 .

4 .

5 .Approach ‡ Define Chess framework ± Identify the Structural component of chess ± Identify the Mechanism component of chess ± Identify the goal component of chess ‡ Identify the Educational Framework ‡ Identify the Goal Framework ‡ Align Chess ± Education Framework at Mechanism level ‡ Align Chess ± Culture Framework at Cultural level ‡ Project the thoughts to chess based framework to observe our visibility over our development ‡ Capture the measurements in an exploratory Data analysis to arrive at meta state models.

Why a Unified Framework of Learning? Culture Stealing the Bandwidth Chess Education Pure Culture Pure Education 6 .

‡ Method: History is not mere co-incidence ± ± ± ± Project the thought processes against the imbalance in chess Sense and Observe our depth of perception Incrementally progress by improvisation.The Significance of Culture ‡ Historic: Chess Prophesies and world champion prophets ± Philidor¶s Era ± the notion of philosophical approach to chess ± Paul Morphy. Stenitz . 7 . ± Thoughts in Chess reflect the sensation of the cultural state of Mind.W. ± Computer Assisted Reactive chess in Styles of Garry Kasparov.reflected the freshness and the aggression of Industrial revolution in America. Anand reflect the current practice of Re-use and design patterns. Observe ourselves back and forth to realize ourselves ‡ Realization ± Cultural state of Man greatly influences the individuality ± Chess is a framework built over simulated imbalances of Life. ± Hyper Modern Era of Nimzowitch is the sensation of Innovation ± The Endgame Persistence of Capablanca ± Botwinnik¶s Emphasis on methods/processes reflect then scientific community ± Blitz attack by Tal and Fischer reflect the notion of World dominance ± Notion of Strategic defense and incremental positional manoeuvre reflect coldwar mentality is observed in Anatoly Karpov.

Understanding the Framework collaboration Visibility over collaboration Components Cultural of Learning Culture Chess Education ? Reality Imagination Chess Education Imagination Reality ? Imagination Reality ? 8 .

Architecture: Moving toward Unified Framework 9 .

Two Stage Architecture for Unification ± Aligning with respect to chess ‡ Aligning Chess based mechanism with Cultural goals ‡ Align Chess based goal with Educational mechanisms ± Progressively minimize the gap between cultural mechanisms and educational goals. ± Project the visibility over Chess to maximize the observation 10 .

In Vivo Observation Model Sensation of Experiencing Learning Filters/Stimuli Observation Expectation Realization Cultural Mechanism Structure Mile Stone Education Structure Mechanism Mile Stone Chess Mechanism Structure Mechanism Perception of Learning Experience Filters/Stimuli Observation Expectation Realization Sensation on Experiencing Learning Structure Measurement Focus Confidence Mechanism Locus Milestone Progress Goal 11 .

Using the EDA Charts Performance Mile stone Structure of Activity Educational Structure Chess Structure Cultural Structure Activity ‡ Customizing the Exploratory Data Analysis ± Progress Visibility chart ‡ Exploring subjective progress in multi-dimensions ‡ Milestone specific progress tracker ‡ Goal: Qualitative perception of Progress Method Figure 3: Progress Visibility Chart Sustenance ± Skill Visibility chart (First Order) ‡ ‡ ‡ ‡ Observation Centricity Expectation Centricity Realization Centricity Sustenance Centricity Observation Expectation Realization Figure 4: Skill Visibility Chart 12 .

Mentors and Coaches. teacher ‡ Setting the Stage: ± Consciousness of parents.Workshop: Unified Framework flavor ‡ Summer workshop (6 weeks) ‡ Workshop targeted Players. Parents. coaches gives the unified view of learning ‡ Using the symbolic Interface to understand the learning process 13 . ‡ Framework: building an Observation hierarchy ± ± ± ± ± Players: First level of observers Teachers: First derivative of observers Parents: Second derivative of observers Coaches: Second derivative of observers Researcher: third derivative of observers observing the observation of parents. teachers.

Quality of Participants: Participants Chess Instructors Students Teachers Parents Guardian Assistants Rural-group 3 74 8 20 2 2 Urban-Group 5 60 6 6 5 10 14 .

Parents Purpose Educate the visibility of Chess in Schools. Identify patterns in chess that depict real life problem Improve the maturity over observing deeper patterns in chess and associate to education Measure the quality of subjective method over in vivo measurement. Parents.Implementation: Workshop Week 1 1 1 2 2 3 3 4 4 5 5 6 Activity Orientation Learning Basics of Chess Study: Miniature games Exercise: Miniature Games Exercise: Symbols. Teachers Parents. Develop fluency over the symbols Identify the potential stimulus from which students derive confidence. Teachers. Continual tracking of new patterns realized by students. Understanding the basics of chess Understand the capacity of students to observe and expect. Teachers. Parents Teachers. Teachers Students. Chess Instructor Students Students. Identification Study: Miniature games Exercise: Consolidation memory symbols Learning Standard symbols Study: Methods in the game of chess Discussion: Moving Symbols to Chess Measurement: Measure subjective progress Publishing Measurements from the 15 . Teachers Students. Measure the quality of accepting the change. Understand the ability to familiarize with positions. Students. students Students Students Students Students of Teachers. Develop the symbols based memory cues for instructions. Reproducing of Target Audience Parents.

India students # Common #Uncommon Chess (Standard) English symbols Regional language Math symbols Cultural Irregular 10 9 0 12 8 1 40 (Instructions) 8 3 10 7 8 4 40 (Instructions) 8 2 0 7 2 0 19 2 7 10 5 12 5 42 16 .E.Symbolic Usage in Chess Types of symbols # Symbols for Chennai students # Symbols for N.

Results: Comparing Rural vs Urban Disparity Education Orientation Chess Orientation Cultural Orientation Method Activity Sustenance Observation Expectati on Sustenance Observation Expectati on Realization Disparity Realization Rural ± North Metropolitan ± East India Chennai. India Figure 6: Comparison of Skill Visibility Charts Chennai vs NE India: against CMM levels Observation: Rural was matured at L3 Expectation: Urban was matured at L3 Realization: Urban was matured at L3 Sustenance: Rural was matured at L4 17 .

4-9. Tilove. (1996b). Templates in chess memory: A mechanism for recalling several boards. (1973). & Wood. In H. [22] Gobet. & Polson. In N. Taatgen & J. A. 55-81. Psychological Science. & Chase. & Gobet. Perception and memory in chess. & Simon. A.. Uiterwijk (Eds. (1992). F. (1996). The Netherlands: University of Limburg Press. Comput. 10. Proceedings of the CHI ¶96 Conference on Human Factors in Computer Systems (pp. [21] Gobet. A.. The Hague. Advances in computer chess 7. H. A. 93-100. F. D. Ritter. H. 9(3). B. [10] Baer.). [26] Ritter. W. J. and Schwartz. 11(2). J. MacKinlay. [8] R. 61. Cognitive Psychology. & J. R. Bellotti. (2000). R. The impact of chess research on cognitive science. Skill in chess. [19] de Groot. W. 874-883. no. B.. 345-383.). J. G. G. [11] Egan. Using a cognitive architecture to examine what develops. Psychological Research. (1978) Thought and Choice in Chess. H. How Life Imitates Chess [17]Charness. vol.. N. & Ritter. MA. The Netherlands: Mouton Publishers. Assen. H. [9] Anderson. (1994). Thought and choice in chess. & Simon. Herschberg.. D. Mouton. A. (1976) A cognitive model of problem formulation in design.. A comprehension-based model of exploration. Aasman (Eds. F. M. 150-157). G. [23]Gobet. Tauber. F. D. Pittsburgh.). Cambridge. 324-331). J. [24]Jones.. F. (1996). 54. [25] Kitajima. J. V. Perception in chess. van den Herik. 31. A. 2006. Proceedings of the 3rd International Conference on Cognitive Modelling (pp. In M J. [7] 18 . 393-403.. (1983) The Architecture of Cognition. 4. (Original work published in 1946). Maastricht. (1973). & Larkin. & J. D. Nielsen (Eds.. The Netherlands: Universal Press. HumanComputer Interaction. S. "Set membership classification: A unified approach to geometric intersection problems. E. E. F. The Netherlands: Van Gorcum. G. The Hague. Jeffries. C-29. & Jansen. I. Memory and Cognition. Cognitive Psychology. [18] Chase. E. PA. [12] Garry Kasparov. 1980. New York: ACM. E. 7.. P. Towards a chess program based on a model of human memory.Reference de Groot. pp. F. American Scientist.. 1-40. Institute of Physical Planning Reports. (1994). A. Carnegie-Mellon University. (1978). Harvard University Press. P. (2000). Veenendaal."IEEE Trans. 149-158. [20] de Groot. (1979) Chunking in recall of symbolic drawings. Oct. Individual Data Analysis and Unified Theories of Cognition: A methodological proposal. Using process models to summarize sequences of human actions. [27] Simon. D..

Thank You Your Questions ? .

Sign up to vote on this title
UsefulNot useful