Presentation on theme: "Promoting the Understanding and the Rationale for Inclusive Thoughts in Youth (PURITY) A concept Ideated by FLRC, INDIA Principal Researcher: Malola Prasath,"— Presentation transcript:
Promoting the Understanding and the Rationale for Inclusive Thoughts in Youth (PURITY) A concept Ideated by FLRC, INDIA 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 FLRCs works and details specific to Education Research carried out to FIDE –CIS Commission. Released for dissemination of fundamental concepts.
Introduction We improve the focus of chess in schools from a perspective ofInclusion 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.
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!
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.
Chess Elements possibly Differently Perceived!? Table 1: The table gives an over view of the differently impaired thought on chess (Malola et al, CISCCON 2007) StimulusVisually ImpairedSighted Chess boardBaselineBackground SquaresPrimary InputSecondary Response PiecesSecondary Response to squares as Stimulus Primary Input PawnsPrimary Response to Squares as Stimulus Primary Stimulus to Squares as Response KingStimulus to Final Baseline Piece co- ordinati on Perceived Information Sensed Information Relative Squares Sensed InformationPerceived Information Color Imbalan ce 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.
Research Aspect: Inclusive Classroom design Current Baseline Visually Impaired Analysis Chess Synthesis Visual Touch Discussion Sighted Students Imagination Reality Next 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
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 Thats the motivation for Chess-in-Schools to promote PURITY as Gateway to Understanding Accessibility
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)
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
Stages of Engagement (based on Kolbs Stages in Learning) Inspire InclusionNurture the Inspiration Synergise the NurtureExperience Synergy Acquisition level 1 Inspire Learning Environment Mentor Groups for Habbit Creation Orchestrate Involvement with Focus Groups Baseline Instructions Acquisition level 2 Promote ParticipationInduce Stakes of the Team First Improve Teacher's Cohession Publish Results Specialisation1 Cultivate ResponsibilityGrasp Modest Actions involving Goals highlight thoughts in Operation Account all Inspireing actions Specialisation2 Identify Observing Workforce Create Observing Workforce Focus on Observers ReachDevelop Observer's anagle Integration1 Motivate to Share IdeasAppreciate Each MoveDocument DiscussionsBring Teachability in Practice Integration2 Quantify Overall Exposure Levels Invite SuggestionsReflect a Credit OwnershipExperience Unique Learning Exit maturityDiscover Learning Events Document the interaction Rationalise Learning Efforts Evolve Instructional Design Design Goals and Maturity Stages
Classroom Design: Stage for Interaction V1 S1 S2 O1 M1 O2 S3 S4 S5 S6 VI 2 S7 O3 M2 O4 S8 VI 3 S9 S13 S14 S15 O5 M3 O6 S10 S11 S12 O – Observing Students VI – Visually Impaired S- Students Participating M – Mentors / Teachers # Observers – 6 # Visually Impaired– 3 # Sighted - 21 # Mentors – 3 V1 S1 S2 O1 M1 O2 S3 S4 S5 S6 VI 2 S7 O3 M2 O4 S8 VI 3 S9 S13 S14 S15 O5 M3 O6 S10 S11 S12 O – Observing Students VI – Visually Impaired S- Students Participating M – Mentors / Teachers # Observers – 6 # Visually Impaired– 3 # Sighted - 21 # Mentors – 3 Current Baseline Visually Impaired Analysis Chess Synthesis Visual Touch Discussion Sighted Students Imagination Reality Next Baseline
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
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
Products we have studied Interesting ProgrammesNature of Chess Programme Attractive Key Attributes Pilot tried Dinausor ChessFirst ContactPractical, Motivational, Reward Centred System NO Bandana – National Chess Syllabus First ContactPractical, Motivational, Reward Centred System YES Chess and Maths Workbook (Alexy Root) First Contact and Beginners Inspired framework Mathematics Methods for Chess YES Maurice AshleyFirst Contact and Beginners Practical, Lucid and entertainingNo Chess Trainer SoftwareBeginners to AdvancedSteppe Method, time tested TASC method YES Chess Mentor SoftwareBeginners to AdvancedProven Method of Imbalance based learning YES Silmans How to reassess in Chess (Imbalance) Practical Manual for Chess Practical, Engaging and systemic approach to chess Ongoing NIIT-IGNOU Certificate Programme Teachers training and Introductory Certificate Programme for the teachers. Ongoing Character Education in Chess, by Roumen Bezergianov Teachers training / Reading Material Expand on Character personificationOngoing
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.
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 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, We Sincerely thank RNIB, LONDON, for allowing us to access Books, Journals and Learning Materials, to gain understanding on accessibility needs, 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, 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.
Acknowledgments inside the Family Chess Fraternity who has supported with interesting methodologies, (Chronological) –AICF-Bs 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 Alexis Books for detailed Study –Rouben, Character Education in Chess, –Binita Shah, Director of IWICA, shared Thailands National Chess Curriculum commissioned for Schools. –Tamil Nadu Government, for sharing the Manual in Tamil, for the teachers training Programme