Presentation on theme: "Principal Researcher: Malola Prasath , Director RD&D"— Presentation transcript:
1Promoting the Understanding and the Rationale for Inclusive Thoughts in Youth (PURITY) Principal Researcher:Malola Prasath , Director RD&DFoundation for Learning Research in Chess, IndiaCharudatta V Jadhav, Vice President,International Braille Chess AssociationDocument Version: 0.3 / 2012/Aug/24Presentation Date: 2012/Aug/30 FIDE CIS CommissionDisclaimer:Scope - Sharing FLRC’s works and details specific to Education Research carried out to FIDE –CIS Commission.Released for dissemination of fundamental concepts.A concept Ideated by FLRC, INDIA
2Introduction Design Thinking of PURITY Strategic Framework We improve the focus of chess in schools from a perspective of “Inclusion and continuous availability of Instruction”Design Thinking of PURITY Strategic FrameworkAll in “24 hour tactical Programme, spread across an year”Collectively building accessible practices (Mutual)Developing Best Practice templates for Regular SchoolsDesigning A Classroom InteractionActivity based Learning EnvironmentPlanning/Evolving a Structured Chess SyllabusDiscussion oriented chess instructional methodologyIntuitive, Non-trivial, Objective, Stimulating exercisesObserver centric instruction to synergize interaction.
3From a Striking Observation Cognitively, when Sighted, our thinking stems from pieces (We first see) and results to the destination Squares(we spot as a result of searching)Although this can be same for blind, yet in the process of localising chess pieces to it square, Braille Chess players make an additional contact to (understand the squares first) than with the pieces.Thus, Braille player MAY spring their thoughts from “Squares” and result in the “piece” that they want to bring to the Squares.Can We this Methodology Difference to learn Design Exciting Course – YES!
4Explaining the Method with a Chess Example Analysis – Objective evaluation based on realistic features in the position.Synthesis – Creation of objective feature and verification based on acceptable constraints.
5Chess Elements possibly Differently Perceived!? StimulusVisually ImpairedSightedChess boardBaselineBackgroundSquaresPrimary InputSecondary ResponsePiecesSecondary Response to squares as StimulusPawnsPrimary Response to Squares as StimulusPrimary Stimulus to Squares as ResponseKingStimulus to Final BaselinePiece co-ordinationPerceived InformationSensed InformationRelative SquaresColor ImbalancePerceived from Sensation of the squares and piecesSensed from Perception of activity of pieces.Braille Chess Players sense from physically Squares to PiecesConfidence is placed on the real entities like squares, chess board.Notion of Piece is realized from ‘holistic view’ of position.Sighted players sense from Physically from Pieces to SquaresCo-ordination of pieces is the complex image perceived by sighted players, hence pieces are inherently not localized in the chess board view.Confidence is placed in the most logical move order from the game.Table 1: The table gives an over view of the differently impaired thought on chess (Malola et al, CISCCON 2007)
6Research Aspect: Inclusive Classroom design ImaginationNext BaselineSighted StudentsTouchSynthesisChessDiscussionVisually ImpairedAnalysisVisualRealityCurrent BaselineThe red arrow indicate the difference in orientation.So it could be possible that the annotations from the Sighted may not be continuously available to Braille players.PURITY focus to understand this transaction across Synthesis elements in chess and Analytical elements in chess
7Moving ahead with Responsibility If so, is it possible to have chess instructions that will allow, sighted and blind to “experience different things” within the same time? – YES!Can we have sighted and Braille Chess players as multiple audiences to the same Chess instruction, to exploit the independent methodology that best yield the moves? May be Possible?!If so, can we predictably engage these children to share their perception in a group and synergistically progress in learning? Is it possible??Yes! And That’s the motivation for Chess-in-Schools to promote PURITY as Gateway to Understanding Accessibility
8Our Systemic Approach for Interaction! We build interactive learning programme where,Regular and Special Schools’ Children, co-operate to learn 2 hours a month, 24 hours (1/365 days) spread across an year.Build a Structured Learning Environment (1:5 blind to sighted ratio)Evolve the collective intelligence, as a continuum in learning and shared visionRest of the Year, we sharpen on the independent methods.Minimized Teaching and Focused on Active LearningPace the progress towards baseline of thoughts and idea exchangesA multiple-audience design is crafted out of chess positionsSynergistic discussion to hand-hold progressive thoughts.Stabilise the overall learning approaches from the sessions.Observer Centric Classroom EvolutionFacilitate Teachers to evolve with the classroom,Active Research community is establish to liaise with the teachersFacilitate more observers (1:3 observer to participant ratio)
9Delivery Engine follows an ORBIT Organising CommitteePolicy /Practice / Process Observers (Under evaluation)Government observers (been requested)Research, Development and Dissemination NetworksFacilitate the training needs and support (Methodology Established)Manage dissemination of best practices(Under evaluation)Learning Research Special Interest GroupBlind Institutions and other Special interest groups like NGOsBlind Schools/ colleges, National Chess Federations,Institutional Networks that host the Participation (Under Study)Maintain accessible Environment(Under evaluation)Build the classroom and facilitate the methods (Under Design)University and Research labs (Under evaluation)Technology Support Team (System Architecture under development)Build special purpose assistive technologies and equipmentsScanning Chess boards and Clocks, Tactile displays etc…Maintain the sensitive data in shared Repository
10Design Goals and Maturity Stages Stages of Engagement(based on Kolb’s Stages in Learning)Inspire InclusionNurture the InspirationSynergise the NurtureExperience SynergyAcquisition level 1Inspire Learning EnvironmentMentor Groups for Habbit CreationOrchestrate Involvement with Focus GroupsBaseline InstructionsAcquisition level 2Promote ParticipationInduce Stakes of the Team FirstImprove Teacher's CohessionPublish ResultsSpecialisation1Cultivate ResponsibilityGrasp Modest Actions involving Goalshighlight thoughts in OperationAccount all Inspireing actionsSpecialisation2Identify Observing WorkforceCreate Observing WorkforceFocus on Observers ReachDevelop Observer's anagleIntegration1Motivate to Share IdeasAppreciate Each MoveDocument DiscussionsBring Teachability in PracticeIntegration2Quantify Overall Exposure LevelsInvite SuggestionsReflect a Credit OwnershipExperience Unique LearningExit maturityDiscover Learning EventsDocument the interactionRationalise Learning EffortsEvolve Instructional Design
11Classroom Design: Stage for Interaction V S1 S2O1M1O2S S4 S5S6 VI S7O3M2O4S VI 3 S9S13 S S15O5M3O6S S11 S12O – Observing Students VI – Visually Impaired S- Students Participating M – Mentors / Teachers# Observers – 6 # Visually Impaired– 3 # Sighted # Mentors – 3V S1 S2O1M1O2S S4 S5S6 VI S7O3M2O4S VI 3 S9S13 S S15O5M3O6S S11 S12O – Observing Students VI – Visually Impaired S- Students Participating M – Mentors / Teachers# Observers – 6 # Visually Impaired– 3 # Sighted # Mentors – 3Current BaselineVisually ImpairedAnalysisChessSynthesisVisualTouchDiscussionSighted StudentsImaginationRealityNext Baseline
12Participation through Observation Classroom environment is flexible, children and teachers can interchange their roles and be placed at following locations.Group A – Synergistic field, 1:5 RatioGroup B – Strong conflict field, 1:2 RatioGroup C – Negotiating fields, No braille involvedObservers – Observers for each groupCasual observers – just hanging thereMentors – Few children can be mentors/ moderators,Buzzer based timed sessions, averaging upto 45 mins periodStudents move from one group to anotherCredits complete when a sighted student takes 6 roles, in 12 sessionsBraille students work in both Group A, Group B and interview discussionDocumentation is critical ICT strategy for ResearchThink aloud, share and note down the thoughtsInstructional design to be progressive updated
13Strategic Collaborations PURITY framework is intended to support regular schools to understand accessibility in an incremental approach.Notion of accessibility is felt within as a needTowards Interoperability with existing Chess programmes and help with newer designs of programme.We commission existing programmes and build strategies for orientation into our Interactive Framework.We promote the design guideline
14Products we have studied Interesting ProgrammesNature of Chess ProgrammeAttractive Key AttributesPilot triedDinausor ChessFirst ContactPractical, Motivational, Reward Centred SystemNOBandana – National Chess SyllabusYESChess and Maths Workbook (Alexy Root)First Contact and BeginnersInspired framework Mathematics Methods for ChessMaurice AshleyPractical, Lucid and entertainingNoChess Trainer SoftwareBeginners to AdvancedSteppe Method, time tested TASC methodChess Mentor SoftwareProven Method of Imbalance based learningSilman’s How to reassess in Chess (Imbalance)Practical Manual for ChessPractical, Engaging and systemic approach to chessOngoingNIIT-IGNOU Certificate ProgrammeTeacher’s training and IntroductoryCertificate Programme for the teachers.Character Education in Chess, by Roumen BezergianovTeacher’s training / Reading MaterialExpand on Character personification
15Partnerships with other Initiatives We engage with AICF-B, on Training programme that is assessments centredBuild 100 Rated players (VISION)Sponsorships are based on continuous improvements.Training methodology is highly structured.AICF-B supports Chess-in-Schools for blind schools by assisting with boards, training materials.Training programme is based on 3 Levels(beginner, intermediate and Advanced Levels)Audio book, and even coaches to 34 schools.A Web-portal dedicated to capture transaction with Coaches5 Bands in each training level, based on the maturity of learning.
16Acknowledgments to “Special Interest Groups” Dr. Iian Davison, Dr. Kate Phillip and Dr. Jennifer Sprat of Aberdeen University to have shared feedback of our Seminal work in 2007.We acknowledge Braille Chess Association,UK for allowing us, to visit their tournament at Winter Congress, Derby, UK, (We had to change our belief since then!)We acknowledge special appointments given by Dr. F Gobet, of Brunel University on explanation of acquisition of expertise, 2011.We Sincerely thank RNIB, LONDON, for allowing us to access Books, Journals and Learning Materials, to gain understanding on accessibility needs, 2011.We acknowledge Pittsburgh Science Learning Centre, Pittsburgh PA, COCO Research Centre, University of Northumbria, Newcastle UK and Durham University, Durham UK to have shared some inspiration through their relevant works and key references related to pedagogy, 2012.Acknowledge IBCA for helping us to be “observers” at Braille Chess Olympiad, 2012 to witness the highest level of motivation within the Braille Chess Community.
17Acknowledgments inside the Family Chess Fraternity who has supported with interesting methodologies, (Chronological)AICF-B’s National Programme on Chess-in-Schools Portal and Evaluation SchemeIM Jeremey Silman, sharing his ideas on “How to reassess chess – Rev. 4” and the Chess Mentor SoftwareMonths of discussion with FM Charlie Storey, sharing minute details from Bandana National Chess SyllabusAlbert Vasse, Chairman DGT, shared the Chess Trainer Software, based on Dutch Curriculum (Steppe Method)IM Malcolm Pein, and CSC Supported with Alexi’s Books for detailed StudyRouben , Character Education in Chess,Binita Shah, Director of IWICA, shared Thailand’s National Chess Curriculum commissioned for Schools.Tamil Nadu Government, for sharing the Manual in Tamil, for the teacher’s training Programme