Stable Roommate Framework for Deploying chess Measurably in Schools

1. Stable Roommate Framework for Deploying chess Measurably in Schools Presented by Malola Prasath T S Foundation for Learning Research in Chess

2. Introduction • We support the notion of Chess in Schools and focus on developing a structured environment to potentially deploy chess within classroom. • We address the process for deploying chess in schools based on simulated tournament conditions to expedite learning across the classroom. • We potentially exploit the individuality of student pairs who controllably dissipate emotions over interactions. • We focus to make the learning mutual, to help the teachers to simultaneously evolve within classroom. • We measure the indicator of overall progress of the individual under controlled emotional considerations.

3. Background • The skill availability is minimizing with increasing sophistication of technology. • Faster and more robust learning has been the current focus area for education • Education is rapidly catching up with the pace of the market. • However, with the openness of information the present classroom is not a closed world. • So the transformation in the learning process have come out of the way to structure the learning environment to improve the focus. • Emotional Stability and Visibility have been the key towards employable feature in today’s service oriented industries.

4. Approach • Identify the Emotional stability of classroom • Identify the process of understanding Emotional visibility of chess based learning • Identify a marriage for chess and classroom processes to evolve a framework for learning. • Interface ‘the people’ to framework • Maximize artifact level visibility to teacher • Optimize learning on Emotional visibility of students • Quantify the progress accounting the artifacts from controlled interaction.

5. Traditional classroom: Imbalance vs Method • Imbalances in a classroom • Gradient in knowledge between the student and teachers • Individual Ability • Ephemeral / Sub-optimal Learning pattern in students • Focus of Teacher • Objectively deliver the Instructions • Bring to a common platform of understanding • Neutralize the impact over the imbalances over • Socializing behavior of students • learning and assimilating capabilities of students • Reproduce and Usage of Learning • Method for Students • Chaotic Learners (Unreliable) • Subjectively Optimized • Sub-optimal learning methods

6. Emotional Visibility in Chess • Historic: Prophesies and world champion prophets • Philidor’s Era – the notion of philosophical approach to chess • Paul Morphy,W. Stenitz - reflected the freshness and the aggression of Industrial revolution in America. • 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 cold-war mentality is observed in Anatoly Karpov. • Computer Assisted Reactive chess in Styles of Garry Kasparov, Anand reflect the current practice of Re-use and design patterns. • 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. • 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. • Thoughts in Chess reflect the sensation of the cultural state of Mind.

7. Notion of Chess in classroom: A Stable Marriage • We attempt to marry chess and classroom activity at a process level to obtain emotional visibility over our progress • Imbibe the responsibility of professionalism • Conscious on the state of mind (Individuality) • Ability to observe ourselves emotionally • Interacting with our own individuality over likes and dislikes • Interacting across individualities and imbalances • Develop a highly visible framework for students and teachers to observe and intervene timely. • Develop a Culture for simultaneous learning and practicing learning • Increase the responsibility • Adopt continuous process improvement • Predictability • Measurability

8. Grand Challenge in the Framework • Deploy students in chess based process Framework • Interface the students to the Framework • Controllable Interaction for emotional visibility • Interface the teachers, so as to improve the vision over activity level of students. • Visibility of Chess through Optimal Learning practices Qualitatively measure the student’s progress • Achieve: • Meet the objective of learning through individualistic sub-optimal processes • Improved visibility over learning • Accomplish: • Uniform and continuous progress within the classroom

9. Epitome: Defining the controlled process The 3 As Process Paradigm • Actors: • Controlling Interaction to optimally pace the student interaction for maximizing learning • Both within and across multiple framework of learning • Improved Observation without disturbing learning process • Internal: Implicit interaction with Students, Teachers • External: Interaction with External consultants • Activity: • Orientation • Defining the chess based activity • Artifacts: • Managing the artifacts accountable for continuous learning. • Analysis of Artifacts for continuous learning

10. Actor: Interaction specific formulation • Increase the focus on Observation • Decouple Student –Teacher at direct interaction Level to improve observation on students • Cluster the students into groups that can be managed by a mentor/Teacher. • Controllably facilitate interaction both within group and across the groups simultaneous. • Intra – group – Learning measured • Inter – group – Experience is measured • Focus the measurement across Stable cliques, where the Imbalance is optimized • Interaction within and across stable cliques • Interactions of stable cliques within and across groups • Project the observation against mentors influence • Teacher/ Mentor proximity • Improve the observation

11. Actor: Schematic Diagram Discussion Desk Observers Group 4 Group 1 Group 2 Group 3 Mentors / Teacher Student within Group Student moving across Groups Figure 1: Class Room Architecture Gaming Group

12. Scheme for facilitating controlled interaction Group I {A,B,C,D,E,F} Group II {G,H,I,J,K,L} Group III {M,N,O,P,Q,R} Group IV {S,T,U,V,W,X} Figure 2: Clustered Group • Step 1: Generate an overall ranking, based on any acceptable scheme. • Step 2: Identify the pairing condition over the entire group using the Swiss system of pairing over different emotions over learning. • Step 3: Cluster the students into group of 6 to be mentored over a dedicated table as illustrated in figure 2. The clustered group is ensured that there exist a stable marriage among the students and the mentor. • Step 4: Identify the stable pair within each clustered groupusing a round-robin pairing scheme to exhaust possible interaction within a group, to computing the optimal gradient between rankings as metric potentially to identify stable pairs. • Step 5: Cluster the students into two groups, first to learn within the proximity from the mentor in an intra-group interaction setting and second, for the stable pairs to interact across the group at an inter-group interaction site. • Step 6: Identify further interactive pairs based on the visibility over the interactions of pair that is identified over increasing proximity with the mentor. • Step 7: Cluster the students of intra-group into two sub-groups based on the proximity of the student pairs to the mentor, in such a way that the closer proximity include larger gradient over the ranking of students. • Step 8: Circulate the student pair across the inter-group and intra groups; in such a way that student interacts over the identified optimal pairs over all three proximity distance from the mentor. • Step 9: Iterate the process over shuffling the student ranks. A-C, B-D, G-I, H-J, M-O, N-P S-U, T-V, E-F, K-L,Q-R,W-X Figure 3: Stable cliques Intra-Group interaction || A-D C-B || Inter-Group interaction || E –R Q-F|| Figure 4: Student Interactions Sequence 1: || A-D C-B || || E –R Q-F|| Sequence 2: || E-C F-D || || G–B A-H|| Sequence 3: || B-F E-A || || J –D C-I || Figure 5:Cycle of Interaction

13. Activity: Developing chess based program • We base the activities based on the chess program • Chess Activity Centric: • Developing the scope of chess syllabus • Instruction Centric • Developing adaptive chess Lessons • Customizing chess Lessons based on individuality • Emotional Centric • Chess activity for Controlled Interaction Levels both within and across interactive groups • External Observer Centric • Teacher’s Birds eye view for Intervention and Measurement • External Observer’s Visibility for Intervention.

14. Scope of Adaptive Chess Lessons

15. Emotional Centric: Measurements Two levels of emotional centric activities Stable Clique specific Interaction Observation specific Interaction Teachers / External observers / Stable Clique Measurement Focus Quality Participation Quality time Extent of Predictable and continuous development Table 2: Highlighting the quality attributes

16. Workshop: Using In vivo Observation

17. Gradient Bandwidth Gaming Farther Proximity Near Proximity Tolerance Co-ordination Contribution L.Dev Learning Collaboration Focus Usability Reach Diversion Analyzing the Artifacts • We have customized the EDA charts to qualitatively represent the progress • Continuous Improvement pattern in Students • Involvement bandwidth in Teachers Learning Learning Collaboration Collaboration Locus of Development Locus of Development Focus Focus Usability Usability Contribution Contribution Reach Reach Reach Co-ordination Co-ordination Diversion Tolerance Tolerance Diversion Over Gaming Over Learning Over Gaming Over Learning Figure 3: Results of Orientation Tests Figure 4: Results for Test Iteration Figure 3: Involvement Bandwidth for during interactions

18. Artifacts: Impact of the Learning System • General Perspective • Highly Structured environment • Stable-pair based interaction facilitates rapid learning • Highly visibility over activities gives transparency • Students’ Perspective • Greater freedom to work on their individual needs. • Emotional visibility is quantifiable • Simulated tournament conditions facilitates both hands on experience under emotional constraints. • Meeting the objective through subjective methods. • Building an expectation from teachers • Teacher’s Perspective • Teaching to Mentoring • High Visibility over Activity specific. • Better understanding of the students expectation

19. Conclusion • We have achieved the inception phase of a novel structured learning environment that facilitates active learning across student groups. • We have identified design of self evolving framework for deploying chess measurably in Schools with high visibility.

20. Road ahead! • We wish to test the scalability of our system across cross culture, disabilities, educational status to evolve an ubiquitous design of learning systems.

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22. Thank you Your Questions ?