Critical Thinking Skills: Chess and Strategic Games, Changing the Face of Education

8/8/2019 Critical Thinking Skills: Chess and Strategic Games, Changing the Face of Education

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Work Group: Critical Thinking, Chess, and Strategic Games Page 1 of 30 2020 Vision: Changing the Face of Education in Fayette County

2020 Vision:Changing the Face of Education in Fayette County

Critical Thinking Skills

Chess and

Strategic Games

October 31, 2005


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2020 Vision: Changing the Face of Education in Fayette County

Work Group: Critical Thinking, Chess, and Strategic Games

Overarching Vision Statement:

Students need a full set of critical thinking, problem solving, and teamwork skills. To develop these skills, we recommend that students receive

an education which includes critical thinking skills, chess, strategic games, and creative problem solving (CPS) techniques to support and

complement the general curriculum. The first recommendation details the management that would be pivotal to the long-term success of the

programs throughout Fayette County Public Schools. The following recommendations are the avenues students will follow in order to learn

these vital skill sets.


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Final Report

Dedicated Support Personnel

Specific Recommendation: Develop and invest in a long-term strategy to ensure Fayette County Public School students receive an education

that incorporates critical and creative thinking skills, chess and strategic games (CTCSG) into the curriculum. To best serve thisrecommendations objectives, initially provide a dedicated specialist to develop and manage a district-wide CTCSG program. Additionalpersonnel will be assigned as the program develops. This CTCSG program will run from kindergarten through twelfth grade and progressthough levels of complexity according to the students growing skills and knowledge.

Committing expert personnel to this program will ensure that

all students benefit from the program through central oversight and accountability

the program benefits from the latest research and teaching methods, and is equipped with state-of the art materials

the programs budget is utilized efficiently and fairly the program remains successful through 2020 and beyond

school district teaching staff have the necessary support and resources to make the program a success


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Implementation:

Implementation Steps Person Responsible for

Completing Step

Possible Resources? Start

Date

End Date

Hire, or assign from the current staff, a CTCSGspecialist and provide the specialist with a budget toperform assigned duties.

FCPS selection committee, withpossible representatives from theschool board and schools.

Year 1 N/A

Identify, research and evaluate educational materials,curricula, games, educational programs, and trainingprograms for faculty that support the objectives of theprogram.

CTCSG specialist with support ofvolunteer committee

See attached list of internetlinks to websites andorganizations

Year 1 Ongoing

Develop age-appropriate programs and providetraining, support, and educational materials for School

District personnel.

CTCSG specialist with support ofvolunteer committee

Year 1 Ongoing

Prepare an annual budget for the program. CTCSG specialist Year 1 Ongoing

Provide the means to involve parents and communityat large.

CTCSG specialist Year 1 Ongoing

Oversee a CTCSG support staff, to be hired as theprogram develops.

CTCSG specialist Year 2 Ongoing


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Relationships between Workgroups


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Final Report

Critical Thinking, Chess, and Strategic Games Subcommittee

I. Recommendation:

As demonstrated in Dennis Pearces graphic (Suggested Relationships Between Workgroups, please see attachment, page 33),Critical Thinking Skills has a relationship with nearly all of the groups in the 2020 Vision platform. With that in mind, it is stronglyrecommended that some form of program be adopted to enhance the Critical Thinking Skills of our students. Decades of documentedresearch clearly shows that Chess not only fits the criteria for enhancing Critical Thinking Skills, but also addresses social andbehavioral issues in a positive manner. Therefore, our recommendation is that Chess be incorporated into the curriculum to a specifieddegree at all grade levels in the Fayette County Schools. Additional Strategic Games will be incorporated as time permits.


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Rationale:

1. Chess improves critical thinking and creative problem solving skills.

Chess fosters critical, creative, and original thinking.

Chess increases self-confidence, patience, memory, logic, critical thinking, observation, analysis, creativity, concentration,persistence, self-control, sportsmanship, respect for others, self-esteem, and coping with frustration.

Chess increases strategic thinking skills, stimulates intellectual creativity, improves problem-solving abilities, and teacheshow to make difficult and abstract decisions independently; the best decision based on the given information.

Chess develops analytical, synthetic, and decision making skills that can then be transferred to real life.

Chess demonstrates the importance of flexible planning, concentration, and consequences of decisions made.

Chess requires higher-order thinking skills, analysis of actions and consequences, and visualization of future outcomes. Chess dramatically improves a childs ability to think rationally.

Chess increases cognitive skills, honors non-traditional cognitive skills, and it demands both inductive and deductivereasoning.

Chess improves childrens aptitude in recognizing patterns.

Chess builds life skills and critical thinking.

Chess builds metacognition as students learn to examine their own thinking. This constant reflection on causes and motives,as well as anticipation of future actions, builds an important skill that students will use in all aspects of their lives.

Chess limits the element of luck; it teaches the importance of planning and requires that reason be coordinated with instinct.


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2. Chess raises both test scores and I.Q.

Chess will challenge gifted children along with helping under-achieving students learn how to study and strive forexcellence.

Chess can raise I.Q. scores.

Learning to engage in deep and thorough chess research develops skills applicable to academic research.

Chess enhances reading, memory, language, and mathematical abilities.

Chess contributes to higher grades, especially in English and Math studies.

Chess challenges and expands our understanding of intelligence.

3. Chess positively affects behavior, school attendance, and socialization.

Chess reaches both boys and girls regardless of their natural abilities or socio-economic backgrounds. It allows girls tocompete with boys on a non-threatening, socially acceptable plane. Chess removes barriers, making the classroom a neutral,safe place by allowing children to set aside differences; thus friendships and bonds are more readily created.

Chess is global in nature in that the language of chess transcends any language barrier.

Chess teaches the value of hard work, concentration, and commitment.

Chess teaches a child to realize that he/she is responsible for his/her own actions, and must accept the consequences. Chess

offers immediate positive and negative feedback for problem solving. Chess teaches children to try their best to win, but to accept defeat with grace. Chess is a game of etiquette and instills

behavior that carries over into other social arenas.

Chess, through team competition, gives students a palpable sign of their accomplishments and builds a sense of team spiritwhile maintaining the emphasis of the ability of the individual.

Chess provides a concrete, inexpensive and compelling way to rise above.

Chess creates a pattern or thinking system that, when used faithfully, breeds success.

Chess provides impetus for school attendance as chess can easily become a childs most eagerly awaited school activity. If achild has one thing to look forward to at school, they are more likely to attend.


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Research:

The following list is far from comprehensivethe listings below echo the tomes of research supporting the above recommendation.Many, many, studies have been conducted and statistically analyzed, proving the theory that chess can indeed do all that it claims.

Chess in Education Research Summary, Dr. Robert Ferguson, Jr., Executive Director, American Chess School.http://www.uschess.org/scholastic/sc-research.html ; http://www.quadcitychess.com/benefits_of_chess.html

Why Chess?, http://edutechchess.com/whychess.html

Metaphors and Methods: More than a Game, Eight transition lessons chess teaches, Mark Kennedy. http://www.cyc-net.org/cyc-online/cycol-0804-chess.html

The case for Chess as a tool to Develop Our Childrens Minds, Dr. Peter Dauvergne, University of Sydney, 2000.

http://www.auschess.org.au/articles/chessmind.htm Scientific Proof: Chess Improves Reading Scores, http://www.successchess.com/SCS0001.html#WHY

Chess Improves Childrens Reading Scores, www.chessintheschools.org/research.html

Chess and Math? Improving Math Performance 1 Move at a Time, http://math.about.com/od/reference/a/chess.html

Chess Improves Academic Performance, http://www.successchess.com/SCS0001.html#WHY

Chess Is Cool For Kids, www.chesscentral.com

http://chess.photobooks.com/genesis/web_pages/html/smart.html

http://www.portfolio.mvm.ed.ac.uk/studentwebs/session4/18/chessandeducation.htm

http://www.samizdat.com/girlsche.html

http://www.his.com/~pshapiro/chess.html

http://www.ctchess.com/?sect=why


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Cost Considerations:

Chess is inexpensive and can readily be incorporated into an existing school curriculum. Ten dollars will buy a vinyl roll-up chessboard and set of pieces. Chess clocks, while an integral component of the game are not necessary for basic instruction, cost

approximately $65 each; book, video, and software prices vary.

There are many books, workbooks, DVD/videos, and software packages on the market from which a curriculum and studyplan could easily be formulated.

Many of the teaching resources such as DVD/videos and software could be maintained by the Chess/Games Dept. at IAKOffice and circulated among schools on a scheduled basis.

Existing foundations, such as the United States Chess Federation, TheAmerican Foundation for Chess, and The Chess Trust

offer free and/or reduced prices for supplies and literature to school/clubs to offset start-up costs. The above listed foundations offer resources and informational support to aide in the design and implementation of chess in

schools.


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II. Implementation of Recommendation:

Step 1: Create a Department in IAK Office to coordinate Chess/Games instruction. (reference Specialist Recommendation )

Person Responsible: IAK Office.Possible Resources: new hires, existing IAK personnel, or a

combination of the two.

Step 2: The Chess/Games Department would obtain/train enough Chess/Games teachersto insure that each school has a designated Chess/Games teacher. Like certainother Electives, each Chess teacher could be assigned to multiple schools.Person Responsible: Chess/Games Dept.Possible Resources: FCPS teachers and staff; Fayette County community

including senior citizens; local college students; members of Bluegrass ChessClub; Lexington-based Grandmasters Gregory Kaidanov and AlexanderGoldin; high school students (to assist with after school chess clubs).

Step 3: Provide training for all Chess/Games classroom teachers.Person responsible: Chess/Games Dept.

Possible resources: See Step 2 above.

Step 4: Obtain and distribute Chess/Games supplies to all Fayette County SchoolsPerson Responsible: Chess/Games Dept.Possible Resources: US Chess Federation; Chess Trust; Kentucky Chess Assoc.

Step 6: Provide a Chess/Games classroom in each school.Person Responsible: Chess/Games Dept.; SBDM Councils.

Step 7: Add a Chess/Games class to Elementary School curriculum in the Special Class Rotation.Add a Chess/Games class to Middle School curriculum as an Electiveon same level as Band or Vocal Music.Add a Chess/Games class to High School curriculum as an Elective.

Step 8: Insure that each school has a Chess Club as Extracurricular option wherein each student has the opportunity to participate incompetitive chess---tournament play. Establish a Chess League for Fayette County Schools with divisions for K-3, K-5, K-8 and K-12.Person Responsible: Chess/Games Dept. and SBDM Councils.

Step 9: Teach standardized Chess curriculum. See sample curriculum below.


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Sample Chess Curriculum:

Kindergarten: Teach students how to play the game.

First and Second Grade: Begin to teach more advanced principles, including basic to mid-range difficulty puzzles and tactics exercises.

Third Fifth Grade: Build upon previous lessons by solving more complicated strategies, and puzzles; learn specific openings anddefenses, i.e. The Four Knights, The Ruy Lopez, The Scotch Game, The French Defense, The Alekhine, The Sicilian, Queens Gambit,Kings Gambit, etc.

Sixth Eighth Grade: Continue building on previous lessons. Analyze documented Grandmaster Games.

High School: Advanced level play. While certified personnel would be assigned as Chess/Games classroom teacher, consider contractingwith higher-ranked adult players as visiting instructors rotating to each High School.

Remedial Instruction: As new students will be arriving in Fayette County Schools each year, perhaps with little or no previous chessinstruction, remedial chess lessons would be given. This instruction can be accomplished in very little time, less than a month in mostcases. More time would be allotted for this instruction as the grade level which a student would be entering Fayette County Schooladvances.

Additional Strategic Games: Strategic Games was defined as those games that rely exclusively on logic and problem solving whileeliminating the element of luck, i.e. the roll of a die or the turn of a card. Games researched included Go, Othello, and Mancala. Thesegames contribute some of the same benefits, but not to the same degree, as does Chess.


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Final Report

Critical Thinking to Enhance Learning Subcommittee

Introduction

The games and activities children play help equip them with the skills they need in school and in the real world. They learn, practice andimprove interpersonal skills, create and strengthen friendships, and work on teamwork skills. These skills are learned and honed when theyparticipate in games and real-life challenges that require solving problems using critical and creative thinking processes. However, Critical andCreative thinking skills are not second nature to all students.

Teaching and practicing Creative, and Logic Problem Solving, along with the supporting Teamwork techniquesas shown by the relationshipof workgroups graphic on the last page of this reportare integral to the success of all aspects of Vision 2020. Through adoption and

implementation of this recommendation, Fayette County students will acquire the skill sets necessary to become Critical Thinking adults whocan work together with others to evaluate data, strategically plan, and solve problems. Equipped with their Vision 2020 education and thesecritical and creative problem solving skills, they will be armed for success in the job market and in real-life situations.

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Creative Problem Solving Resources:

Websites:http://www.creativelearning.com

http://www.cpsb.comhttp://www.unc.edu/~gdhughes/stct.htmhttp://www.trinity.wa.edu.au/plduffyrc/teaching/thinking.htmhttp://falcon.jmu.edu/~ramseyil/critical.htmhttp://www.criticalthinking.org/

Books:

Unlocking Creativity: Teaching Across the Curriculum (published by David Fulton Publishers, 2004.Creative Problem Solving: An Introduction 3rd edition by Donald Treffinger, Scott Isaksen, K. Brian Dorval, 2000.The Problem Solvers Practical Toolbox by Rosemary Bognar, Mo Guy, Susan Beth Purifico, Lindy Redmond, Jill Shoonmaker, Patricia Schoonover,Donald Treffinger, 2003.Building Creative Excellence by Donald Treffinger and Grover Young, 2002.Big Tools for Young Thinkers by Susan Jekker-Mathers, Kristin Puccio, 2000.

In-Classroom Examples:From Australia where they are using these skills in the classroom

http://www.eddept.wa.edu.au/gifttal/provision/provinst.htm

from The Education of Gifted and Talented Students in Western Australia part of the Dept of Education & Training Government of Western Australia


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Work Group: Critical Thinking, Chess, and Strategic GamesCritical Thinking to Enhance Learning subcommittee

Implementation Steps for Recommendation

#1

Elements of

Concern

Person Responsible

for Completing Step

Possible Resources?

Action item 1:

A. Strengthen elements of strategic thinking and

CPS in curriculum/classroom.

Fayette CountySchools curriculumexperts, professors of

education from localcolleges, teachers,principals

Make resources available to the teaching staff and encouragethe staff to incorporate more logic, strategic thinking, andcreative problem solving tools and skills into the classroomin

all curriculums.

Fundingconcerns

Many of the tools, skills and techniques are available with littleor no cost via Internet education websites.

Possible purchase of some supplemental curriculum elements.

C. Offer a rotating special or elective tospecifically teach students how to solve logicproblems, strategies for thinking games, andcreative problem solving and teamwork toolsand skills.

Principals Offer a Critical Thinking Skills and Tools rotating special

to elementary and middle school students; an elective for high

school students.

This special involves teaching of logic problems, strategic

games, and creative problem-solving/teamwork tools.

As part of the class, students have free time for free-play oflogic and strategic games, and CPS/teamwork skills.

FundingConcerns

Many resources can be procured for little or no money via theInternet.

Logic problems and strategic games are inexpensive.

CPS tools and skills can be taught via Internet resources,


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appropriate books, and other resources.

Established education-based creative problem solvingprograms may include classroom-based curriculum elements,available with the program materials of some programs (Future

Problem Solvers, Odyssey of the Mind, DestinationImagination).

D. Community involvement via a game club andan after-school CPS program. Parents,community members, and/or staff can leadeither game/CPS club.

Principals, schoolfaculty/staff,PTA/PTO, interestedparents, community

Encourage parent and community involvement, as well asstudents interested in pursuing strategic games and creativeproblem solving/teamwork skills and activities - -by offeringafter-school activities such as Games Club or a CPS program.

A parent/community member could lead a Game Club.

Parent/community-led after-school CPS club for studentsinterested in pursing CPS. These students, along with parent,teacher and/or community volunteers, will form student teamswho will prepare for tournament competition.

CPS Program Choices include: Future Problem Solvers (Educational Standards included) Odyssey of the Mind (Fact sheet and organizationalinformation included) Destination Imagination (materials on specificCurriculum/Educational Standards and Program Guideenclosed)

Costs Fayette CountySchools and/or LocalSchools

Other possible

funding sourcesinclude PTA/PTO orcorporate sponsors.

Purchase membership for each school. Costs vary by programsee document below the chart.

Each membership provides copyrighted curriculum and

educational materials (for use both in and out of school),

challenges, and guides to help educators and parent learn about

and teach creative problem solving.


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Train one staff member in creative problem solving skills andtools; as well as how to teach teamwork.

Dispersing materials to CPS-trained educators and faculty. Schools supply basic materials for classroom integration.

School and/or private funds pay for parent/Team Managertraining, as needed.

School and/or private funds pay for tournament fee for teamsrepresenting school at the tournament.

Approximate Cost: see pages 24-28.

A membership typically allows each school to send team(s) tothe local tournament.

If available, training faculty, staff, and volunteerparent/community team managers: fees vary, contact localsponsoring organizations:

Future Problem Solvingwww.kaac.com/fps/fps.html

Odyssey of the Mindhttp://kycreative.mis.net

Destination Imaginationwww.ky-di.org

Resources Local school library Purchase resource materials for use by Critical ThinkingSkills and Tools educator, faculty, and involvedparents/community.

Implementation Principals Add a rotating module into the schedule of student special

such as band, etc. This class would be taught by an educatortrained in Critical Thinking Skills and Tools.

Provide location and/or support after-school CPS club forstudents wishing to form teams and present challenge solutionat local tournament.

Assessment District AssessmentCoordinator

Determine the assessment criteria for this program.

Implement assessment for the program after each year.


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as they use these thinking tools. These techniques and toolsincrease retention and are fully aligned with state and nationalstandards, providing you with obvious and measurable resultsto meet Annual Yearly Progress targets.

Funding Fayette CountySchools

Cost: $5000 for 2-day training from Destination Imaginationfor 25 educators. These trained educators then go out and trainothers in the school system; $2500 per each additional day.

Follow-up training: $1500 per day for 25 people.

Additional Resource Materials: Variable, according to schoolneeds

Arrange forFacultytraining(s)

Fayette CountySchools

Initial training: Train 25 educators that will then go out into theschool system to train other faculty and staff.

Ongoing in-service trainings: The trained educators sharetraining tips and techniques with faculty and staff duringongoing staff development days throughout the school year.

Implementationof CPS skills inclassroom

Local Schools Teachers integrate CPS skills into their specific curriculum.

Assessment District AssessmentCoordinator

Determine the assessment criteria for this program. Implement assessment for the program after each year.


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Educationally Based CPS Student Program CostsAnd included program components

Based on information from organization website or online brochures.All programs offer additional resource materials for purchase.

Future Problem Solving

KY Sponsoring Organization: http://www.kaac.com/fps/fps.html

Costs per KY sponsoring website:

Community Problem Solving: The registration fee is only $50 per team. Each registered team receives a packet of materials to aid them in theirproject. Additional materials can be purchased through International FPSP.

Scenario Writing: Entry fee per student is required (each student may submit only one scenario).1 - 3 Students = $30.00 per student4 - 6 Students = $25.00 per student7 - 10 Students = $20.00 per student

11 or more Students = $15.00 per student

Junior Division FPS: The registration fee is $50 for the first team and $25 for each additional team a school registers.

Individual FPS Competition: $35 entry fee per student An evaluator is required for each school entering the event (evaluations will be conducted through the mail.) Earnest FPS students, capable of working alone The three event Governor's Cup limit does not apply to students in individual FPS

Individual competition is subject to the same rules as team booklets: write in pencil or pen in the booklet provided; dictionary and thesaurus,and calculator allowed.


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Costs per national website (appear to be resource materials):

2005-06 Readings, Research and Resources

Summaries of hundreds of articles which look at the topics from multiple viewpoints. Includes questions for discussion, terms, definitions and alist of resources, including Web sites. A must have in preparing for this year's topics. $36

Student Guide WorkbookUse independently or with the Coach's Handbook. This workbook introduces generating and focusing tools and guides students through the six-step problem solving process. Each section contains explanations and examples. $4

Problem Solving Across the Curriculum

Over 100 fuzzies/future scenes.. Shows how to write problem situations for curriculum topics. Includes examples of problems used by teachers inthe classroom. Also shows step-by-step how to solve the problems, while focusing on the curriculum topic. $30

Action-Based Problem Solving Teacher's ManualAction-based Problem Solving is the problem solving component designed specifically for the regular classroom. AbPS introduces the classroomteacher and students to creative problem solving and higher-level thinking and action skills in a hands-on, non-threatening manner. Authenticlearning situations engage students in meaningful work. $30

2005-06 Readings, Research and ResourcesSummaries of hundreds of articles which look at the topics from multiple viewpoints. Includes questions for discussion, terms, definitions and alist of resources, including Web sites. A must-have in preparing for this year's topics. $36

Q & A for Readings, Research & ResourcesAlmost 1,000 questions and answers from information in theReadings, Research, and Resources book. On card stock, suitable for cutting intoflash cards or leaving intact. Invaluable supplement to RR&R. $27


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Odyssey of the Mind

KY Sponsoring Organization: http://kycreative.mis.net

Costs per international website:

Membership Costs:A member may be a school, a recognized community group, or a college or university. A membership fee is $135 (U.S.). With each membership,you receive:

Five long-term problems that are challenging, user-friendly, and cover a wide variety of subjects. One non-competitive primary problem, designed to introduce younger students to creative problem solving. An Odyssey of the Mind Program Guide, which provides coaching information, rules, sample spontaneous problems and more! The Odyssey of the Mind Newsletter, a quarterly publication loaded with valuable program information. The opportunity to enter official competitions. A chance to attend the annual World Finals. The opportunity to win educational scholarships. All mailings and program updates. Support services from International Headquarters.

Membership Savings:

You'll receive the following discounts if you purchase more than one membership:

Each additional membership for the same school or community group @ $100 6-10 members from the same school district (registered at the same time) @ $120 11 or more members from the same school district (registered at the same time) @ $100


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Destination Imagination

KY Sponsoring Organization: www.ky-di.org

Each year teams of two to seven members select one of five competitive Challenges, focused on 5 areas: Technical/Mechanical Design,Structural/Architectural Design, Theatrical/Literary/Fine Arts, Scientific Exploration, Improvisation.With the guidance but not help of a Team Manager (who serves as facilitator, not coach), the team creates an action plan and works together tocreate everything needed for their Presentation.

Costs per international website www.shopdi.org

Individual Membership or 1-pak: $100

An Individual Membership allows a school, school program, college, university, military, community group, boy scout, girl scout, 4-H club,PTA/PTO, home school program, parent group, or business to put together a team of no more than seven participants and to register oneteam. Single team registrations with no affiliation to any group are also accepted. This membership would entitle a given team participation in oneChallenge at any level defined within our program structure. There are no restrictions on how a team is selected or assembled. Team members maycome from within a community . . . or beyond.

5-pak Membership: $1755-Pak Team Membership:A team-based registration that allows up to five teams in any Challenge on any level of competition. A 5-Pakcan bepurchased for an individual school, multiple schools with a total registration of less than 500 students, multi-school programs with a singleitinerant teacher, or a recognized community organization that serves children such as, Boy Scout Troops and Girl Scout Troops, 4-H clubs,PTA/PTOs. 5-Paksmay not be purchased on behalf of school districts, states, provinces, program Affiliates, Girl/Boy Scouts of America nor anylarger parent organization. Memberships may be held by a local or community entity within the parent organization as described above.

Program Materials include:

- 5 Team Challenges for 2005-06- 1 Rising Stars!(R) Team Challenge non-competitive for younger students- Rules of the Road- Team Manager Guide- Parent Guide- Coordinator Guide- 10 Instant Challenges- Charting Your Course Guide


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- Standards Alignment Guide

Other Attached Resource Materials:

Program materials, educational standards, and/or brochures fromFuture Problem SolvingOdyssey of the MindDestination Imagination

Information on Model School Program

Documents

Critical Thinking Skills: Chess and Strategic Games, Changing the Face of Education