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Principal Researcher: Malola Prasath , Director RD&D

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Presentation on theme: "Principal Researcher: Malola Prasath , Director RD&D"— Presentation transcript:

1 Promoting the Understanding and the Rationale for Inclusive Thoughts in Youth (PURITY)
Principal Researcher: Malola Prasath , Director RD&D Foundation for Learning Research in Chess, India Charudatta V Jadhav, Vice President, International Braille Chess Association Document Version: 0.3 / 2012/Aug/24 Presentation Date: 2012/Aug/30 FIDE CIS Commission Disclaimer: 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

2 Introduction 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 Framework All in “24 hour tactical Programme, spread across an year” Collectively building accessible practices (Mutual) Developing Best Practice templates for Regular Schools Designing A Classroom Interaction Activity based Learning Environment Planning/Evolving a Structured Chess Syllabus Discussion oriented chess instructional methodology Intuitive, Non-trivial, Objective, Stimulating exercises Observer centric instruction to synergize interaction.

3 From 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!

4 Explaining 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.

5 Chess Elements possibly Differently Perceived!?
Stimulus Visually Impaired Sighted Chess board Baseline Background Squares Primary Input Secondary Response Pieces Secondary Response to squares as Stimulus Pawns Primary Response to Squares as Stimulus Primary Stimulus to Squares as Response King Stimulus to Final Baseline Piece co-ordination Perceived Information Sensed Information Relative Squares Color Imbalance Perceived from Sensation of the squares and pieces Sensed from Perception of activity of pieces. Braille Chess Players sense from physically Squares to Pieces Confidence 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 Squares Co-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)

6 Research Aspect: Inclusive Classroom design
Imagination Next Baseline Sighted Students Touch Synthesis Chess Discussion Visually Impaired Analysis Visual Reality Current Baseline The 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

7 Moving 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

8 Our 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 vision Rest of the Year, we sharpen on the independent methods. Minimized Teaching and Focused on Active Learning Pace the progress towards baseline of thoughts and idea exchanges A multiple-audience design is crafted out of chess positions Synergistic discussion to hand-hold progressive thoughts. Stabilise the overall learning approaches from the sessions. Observer Centric Classroom Evolution Facilitate Teachers to evolve with the classroom, Active Research community is establish to liaise with the teachers Facilitate more observers (1:3 observer to participant ratio)

9 Delivery Engine follows an ORBIT
Organising Committee Policy /Practice / Process Observers (Under evaluation) Government observers (been requested) Research, Development and Dissemination Networks Facilitate the training needs and support (Methodology Established) Manage dissemination of best practices(Under evaluation) Learning Research Special Interest Group Blind Institutions and other Special interest groups like NGOs Blind 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 equipments Scanning Chess boards and Clocks, Tactile displays etc… Maintain the sensitive data in shared Repository

10 Design Goals and Maturity Stages
Stages of Engagement (based on Kolb’s Stages in Learning) Inspire Inclusion Nurture the Inspiration Synergise the Nurture Experience Synergy Acquisition level 1 Inspire Learning Environment Mentor Groups for Habbit Creation Orchestrate Involvement with Focus Groups Baseline Instructions Acquisition level 2 Promote Participation Induce Stakes of the Team First Improve Teacher's Cohession Publish Results Specialisation1 Cultivate Responsibility Grasp Modest Actions involving Goals highlight thoughts in Operation Account all Inspireing actions Specialisation2 Identify Observing Workforce Create Observing Workforce Focus on Observers Reach Develop Observer's anagle Integration1 Motivate to Share Ideas Appreciate Each Move Document Discussions Bring Teachability in Practice Integration2 Quantify Overall Exposure Levels Invite Suggestions Reflect a Credit Ownership Experience Unique Learning Exit maturity Discover Learning Events Document the interaction Rationalise Learning Efforts Evolve Instructional Design

11 Classroom Design: Stage for Interaction
V S1 S2 O1 M1 O2 S S4 S5 S6 VI S7 O3 M2 O4 S VI 3 S9 S13 S S15 O5 M3 O6 S S11 S12 O – Observing Students VI – Visually Impaired S- Students Participating M – Mentors / Teachers # Observers – 6 # Visually Impaired– 3 # Sighted # Mentors – 3 V S1 S2 O1 M1 O2 S S4 S5 S6 VI S7 O3 M2 O4 S VI 3 S9 S13 S S15 O5 M3 O6 S S11 S12 O – Observing Students VI – Visually Impaired S- Students Participating M – Mentors / Teachers # Observers – 6 # Visually Impaired– 3 # Sighted # Mentors – 3 Current Baseline Visually Impaired Analysis Chess Synthesis Visual Touch Discussion Sighted Students Imagination Reality Next Baseline

12 Participation 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 Ratio Group B – Strong conflict field, 1:2 Ratio Group C – Negotiating fields, No braille involved Observers – Observers for each group Casual observers – just hanging there Mentors – Few children can be mentors/ moderators, Buzzer based timed sessions, averaging upto 45 mins period Students move from one group to another Credits complete when a sighted student takes 6 roles, in 12 sessions Braille students work in both Group A, Group B and interview discussion Documentation is critical ICT strategy for Research Think aloud, share and note down the thoughts Instructional design to be progressive updated

13 Strategic Collaborations
PURITY framework is intended to support regular schools to understand accessibility in an incremental approach. Notion of accessibility is felt within as a need Towards 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

14 Products we have studied
Interesting Programmes Nature of Chess Programme Attractive Key Attributes Pilot tried Dinausor Chess First Contact Practical, Motivational, Reward Centred System NO Bandana – National Chess Syllabus YES Chess and Maths Workbook (Alexy Root) First Contact and Beginners Inspired framework Mathematics Methods for Chess Maurice Ashley Practical, Lucid and entertaining No Chess Trainer Software Beginners to Advanced Steppe Method, time tested TASC method Chess Mentor Software Proven Method of Imbalance based learning Silman’s How to reassess in Chess (Imbalance) Practical Manual for Chess Practical, Engaging and systemic approach to chess Ongoing NIIT-IGNOU Certificate Programme Teacher’s training and Introductory Certificate Programme for the teachers. Character Education in Chess, by Roumen Bezergianov Teacher’s training / Reading Material Expand on Character personification

15 Partnerships with other Initiatives
We engage with AICF-B, on Training programme that is assessments centred Build 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 Coaches 5 Bands in each training level, based on the maturity of learning.

16 Acknowledgments 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.

17 Acknowledgments inside the Family
Chess Fraternity who has supported with interesting methodologies, (Chronological) AICF-B’s National Programme on Chess-in-Schools Portal and Evaluation Scheme IM Jeremey Silman, sharing his ideas on “How to reassess chess – Rev. 4” and the Chess Mentor Software Months of discussion with FM Charlie Storey, sharing minute details from Bandana National Chess Syllabus Albert 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 Study Rouben , 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

18 Thank You


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