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Chess for General Development. Satka 2004 – 2006

Chess for General Development. Satka 2004 – 2006. From 2004 to 2006, the “Chess for General Development” project was implemented in Satka’s schools. Essence of the project. The basis of the idea is that chess is an activity requiring a well-developed capacity for mental activity.

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Chess for General Development. Satka 2004 – 2006

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  1. Chess for General Development. Satka 2004 – 2006 From 2004 to 2006, the “Chess for General Development” project was implemented in Satka’s schools

  2. Essence of the project. The basis of the idea is that chess is an activity requiring a well-developed capacity for mental activity. Originators of the idea: Project manager Corresponding member of the Russian Academy of Education, Dr. Psych., candidate for master of sports in chess N.G. Alekseev InternationalFIDE chess Grandmaster Yu.S. Razuvaev Professor of MGPPU, Cand. Psych. V.K. Zaretsky

  3. Aim of the project. • To develop a method of designing chess • lessons so that children not only learn how to play • chess, but also develop their abilities to : • use the mind ; • plan their activities ; • work independently ; • make sense of their activities ; • focus and allocate attention ; • train the memory; • solve problems ; • analyze a situation; • overcome difficulties in studies • To transfer the principles and methods of the • developmental chess lessons to other school • subjects .

  4. Project phases. • First phase – Experiment • (October 2004 – May 2005): • work in an experimental class ; • comparative cross-sectional diagnostics ; • training teams of teachers and consultants . • Second phase – Summer school. • Broadening the project’s “geography” • (June – July 2005): • refining the method ; • training teams for other city and district schools • Third phase – Transferring the method • (October 2005 – May 2006): • completing work on the method for the first year • of training • developing a methodfor the second year of training.

  5. First phase – Experiment (October 2004 – May 2005) Class 2 B of School No. 14 (school director – L.P. Volgutova, homeroom teacher – L.N. Shekhmetova) was chosen for the experiment The 24 students in the class were divided into 6 groups of 4 students each. A “teacher-consultant” worked in tandem with each group. A team of teachers and Psychologists from Satka (12 specialists) was set up to develop the method and work with the children in the experimental class. A total of 58 chess lessons were given over the year

  6. First phase – Experiment (2004 – 2005) Principles of designing chess lessons based on the reflective action approach to learning • Cooperation between teacher and student; • Reliance on reflection; • Purposeful development of the capacity for • mental activity • Student’s independent work; • Self-determination; • Each student progresses at his or her own pace. • Utmost attention to the children’s • individual difficulties; • Working out individual modes of activity

  7. First phase – Experiment (2004 – 2005) Results: Greater progress: In the experimental class – by an average of 0.3 points. In parallel classes – by an average of 0.1 points. A diagnosis of mental retardation was reversed for one student in the experimental class based on the year’s results.

  8. First phase – Experiment (2004 – 2005) Results. Psychological diagnostics data A psychological examination of students from the experimental class and two control classes chosen for comparison was conducted in September, January and May • Experimental class. • During the school year, the children improved their results • by virtually all indicators (at the level of statistical discrepancies, • i.e., steady dynamics) • They improved in: • Aural and visual memory; • Nonverbal intellect; • Attention and ability to work; • Capacity for mental activity. Two control classes. There was no steady increase in indicators among children of the control classes. Results deteriorated in individual indicators

  9. First phase – Experiment (2004 – 2005) Results. Psychological diagnostics data In September, the experimental class was AVERAGE in general development indicators compared with the control classes In January, the experimental class SURPASSED the control classes IN RATES OF DEVELOPMENT In May, the experimental class PASSED the control classes IN LEVEL OF DEVELOPMENT

  10. First phase – Experiment (2004 – 2005) Conclusions from the first phase of the project: Continue the project!!! Broaden the project’s “geography” Work out a method of teaching chess for general development for the second year of training Bring the developed Principles and discovered methods to the level of advanced technique

  11. Second phase – Chess Summer School for children and teachers (June – July 2006) • Objectives of the Summer School: • Working with children on overcoming learning difficulties using the method of teaching • chess developed in the first phase of the project • Communicating the method to new teachers who expressed the desire • to work with the Chess for General Development method Summer School participants included: 56students; 20teachers and psychologists from Satka and Satka District; 10 consultants from Moscow and Perm Region experienced in the methods of the reflective action approach

  12. Second phase – Chess Summer School There were a total of 14 school days in the Summer School Daily schedule: First half of the day: 3 compulsory 40-minute lessons: Russian, Mathematics, Chess. 4th lesson – option (physical education, drawing, chess) Second half of the day: .Teachers worked with consultants; analysis and lesson planning; mastering the method.

  13. Second phase – Chess Summer School Teachers Summer School results. • Gained practical mastery of the technique of designing chess lessons by the new method • Transferred the lesson plans to general education subjects • Learned to help a child transfer the abilities and skills gained in the chess lessons to studies in general • Exchanged work experience with colleagues • Increased their chess level • Took a step in creative development and perfecting teaching skills

  14. Second phase – Chess Summer School Summer School results. Students: Each child with learning difficulties (and they were in the majority) succeeded in: • Starting to master chess and taking an interest in the game • Working on several major learning problems in mathematics and Russian. • Gaining experience in overcoming difficulties through their own efforts • Strengthening belief in themselves • Gaining experience in interesting studies • Mastering new methods of effective study

  15. Second phase – Chess Summer School Summer School results. Project as a whole: Broadening of the project’s “geography” and “scope” Transfer of the Chess for General Development method to teachers in Satka and Satka District. Practical refinement of the conditions for children to transfer the abilities (developed during the lessons) to studies in general Development of the ideas and principles of designing chess lessons for the second year of training in the Chess for General Development method

  16. Second phase – Chess Summer School Results of the second phase of the project A.M. Gilyazov examined the children’s chess skill level in a display of multi-board games. The results of the Summer School were given a high rating by G.L. Pashkevich, an official of the Education Committee of Satka and Satka District

  17. Third phase – broadening of the project’s “geography”. Transfer of the method to schools in Satka and Bakal (2005 – 2006). In the 2005 – 2006 school year, 186 primary school students (grades 1 – 4) studied according to the Chess for General Development method. Lessons prepared in the previous phase of the project were given by: 7 primary school teachers; 6 secondary school teachers; 3 psychologists In 9 schools of Satka and Bakal

  18. Third Phase – transferring the method. Experimental class (3 B of School No. 14) in the second year of training Instruction was given according to the approved chess program. Goals: To develop the ability to analyze a position mentally, mastery of chess tactics, solving complex problems; To transfer the skills developed in chess to other school subjects

  19. Third Phase – transferring the method. Results of the second year of training in class 3 B: Chess achievements: All of the children play chess; three students attend a chess club Capacity for mental activity: level achieved – ability to solve chess problems mentally Steady progress: an average of 0.4 points per year (compared with 0.1 points in parallel classes) In a final mathematics test (May 2006) ALL of the children successfully solved advanced problems (with a “star”), averaging 4.4 points (3.9 in parallel classes).

  20. Third Phase – transferring the method. All of the children in class 4 B (8 students) were diagnosed with marked mental retardation and underdeveloped speech. No one knew how to play chess. They were unable to remember the position of 2 – 3 pieces on the board. As a result of the lessons, the children: Play chess (all); Remember the position of 5 – 7 pieces (all) Remember the position of 10 – 14 pieces (one) Qualitatively improved performance in mathematics (average grade was`3.2 at the start of the year and 4.0 at the end).

  21. Third Phase – transferring the method. Chess lessons were given in a special school in a class for children with profound mental retardation Example. Kristina. In December 2005, she was unable to name even one chess piece, did not distinguish black and white squares on the chessboard, and was unable to comment on their moves. In March 2006 (after 2 months of lessons) she distinguished the chess pieces, was able to identify a piece by touch, distinguished black and white squares on the board, and could put a piece on a square of “its” color in the prescribed order. She really loved “to play chess”. A positive trend in development of attention, thinking, speech, and positive personality changes were observed in all of the children in the class. Chess proved to be a valuable diagnostic tool allowing a more precise understanding of the features of intellectual abnormalities.

  22. Third Phase – transferring the method. The Chess for General Development method created for purposeful development of children’s capacity for mental activity gave positive results in all the experimental classes.

  23. Third Phase – transferring the method. Results of the third phase of the project. Progress. Greater progress during the school year in experimental classes (based on the results of Russian and mathematics tests at the beginning and end of the school year) 2 B (School No. 14) + 0.3 points (2004 – 2005 school year) 3 B (School No. 14) + 0.5 points 4 B (School No. 14) + 0.5 points 2 B (School No. 5) + 0.7 points 2A (School No. 5) + 0.8 points (2005 – 2006 school year) The average increase in marks during the school year +0.6 points in the experimental classes and +0.1 points in the parallel classes. Progress in classes where chess for general development was taught was more than 6 times the progress in classes where this technique was not used!!!

  24. Third Phase – transferring the method. Results of the third phase of the project. General development. Teachers and parents noted the positive changes that had taken place in the children in a year of chess lessons Development of speech, attention, memory, and thinking Independence in studies Improved interaction in class Lack of fear of making a mistake Ability to remain calm in a difficult situation Taste for intellectual activities

  25. Results of the third phase of the project. Chess. All of the children play chess with pleasure; they love to play and solve chess problems. They often play in their free time. Many children are involved in, or are aiming to become involved in a chess club. A number of children have had real sports successes. Two students won prizes in regional competitions.

  26. Third Phase – transferring the method. A parent’s opinion. Svetlana Vladimirovna – mother of Vanya Yakovlev: “Vanya arrived at school without knowing how to read, write, or count. He was one of the worst students at the end of grade one. After Summer School, he made dramatic progress in general development. He’s now finishing grade two with marks of 4 and 5. All of this is thanks to the chess lessons.”

  27. Third Phase – transferring the method. A student’s opinion. Yana Kubaeva: I wish we had chess for all 11 years!!!

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