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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Satka 2004 – 2006
From 2004 to 2006, the
“Chess for General
project was implemented
in Satka’s schools
The basis of the idea is that chess is an activity requiring a well-developed
capacity for mental activity.
Originators of the idea:
Corresponding member of the
Russian Academy of Education,
Dr. Psych., candidate for
master of sports in chess
Professor of MGPPU,
(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
Principles of designing chess lessons based on
the reflective action approach to learning
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.
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
Two control classes.
There was no steady increase in indicators among
children of the control classes. Results deteriorated in
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
Conclusions from the first phase of the project:
Broaden the project’s
Work out a method
of teaching chess
for general development
for the second year
Bring the developed
Principles and discovered
methods to the level
of advanced technique
for children and teachers (June – July 2006)
Summer School participants included:
20teachers and psychologists from Satka and Satka District;
10 consultants from Moscow and Perm Region experienced in the methods
of the reflective action approach
There were a total of 14 school days
in the Summer School
First half of the day:
3 compulsory 40-minute lessons:
4th lesson – option (physical education, drawing, chess)
Second half of the day:
.Teachers worked with consultants; analysis and lesson planning; mastering the method.
Summer School results.
Summer School results.
Each child with learning difficulties (and they were in the majority) succeeded in:
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
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
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;
In 9 schools of Satka and Bakal
Experimental class (3 B of School No. 14) in the second year of training
Instruction was given according to the approved chess program.
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
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).
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).
Chess lessons were given in a special school in a class for children with profound mental retardation
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.
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.
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!!!
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
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.
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.”
A student’s opinion.
I wish we had chess for all 11 years!!!