Instructional Design Project:

Chess for Beginners

Jennifer Marrott EDTECH 503 Spring 2012 Submitted to Dr. Jennifer Freed

Instructional Design Project: Chess for Beginners Table of Contents Reflective Synthesis Paper Part 1: Topic Part 1a: Learning Goal Part 1b: Audience Part 1c: Rationale Part 2: Analysis Report Part 2a.1: Needs Assessment Survey Part 2a.2: Needs Assessment Data Part 2b.1: Learning Context Part 2b.2: Transfer Context Part 2c: Learner Description Part 2d: Learning Task Analysis Part 3: Planning Part 3a: Learning Objectives Part 3b: Objectives Matrix Part 3c: ARCS Table Part 4: Instructor Guide Part 5: Learner Content Part 5a: Learning Materials Part 5b: Assessment Materials Part 5c: Technology Tools Justification Part 6: Formative Evaluation Plan Part 6a: Expert Review Part 6b: One to One Evaluation Part 6c: Small Group Evaluation Part 6d: Field Trial Part 7: Formative Evaluation Report Part 7a: Evaluation survey or Rubric Part 7b: Report of Expert Review Part 7c: Comments on Suggested Changes Part 8: AECT Standards Grid Part 9: Appendices Appendix A: Initial Survey Appendix B: Revised Survey Appendix C: Identifying the Squares Using Chess Notation Worksheet Appendix D: Instructor Checklist Form Appendix E: Moving the Pieces and Capturing the King Worksheet Appendix F: Chess for Beginners Pre- /Post-Assessment Part 10: Works Cited Pages 3-4 5 5 5 5 6 - 10 6 6-7 7-8 8 8-9 10 11 - 17 11 - 14 15 16 - 17 18 - 22 22 - 24 22 22 - 23 23 - 24 24 - 26 24 24 - 25 25 25 - 26 26 - 27 26 26 - 27 27 27 - 33 34 - 51 34 35 36 37 38 - 41 42 - 51 52

Instructional Design Project: Chess for Beginners

Reflective Synthesis Paper

The instructional design process is like driving in downtown Portland, Oregon. We moved to a suburb of Portland four years ago, and driving in Portland is a new experience for me. I have never lived in a city of this size and I am amazed at all of the cars, people, and traffic snarls. Portland is also called Bridgetown because there are 8 large bridges crossing over the two rivers that run through downtown. These bridges are all of different structure and design, but they all cross the river and make traffic between Oregon and Washington possible. Our familys favorite bridge is the 405 Fremont Bridge. It is a long, double-decker bridge, arching over the Willamette River, and we have to take it to get to the zoo. When you reach the apex, there is a sign right there that gives the phone number for the Suicide Hotline. It gives one a startle to see it there for the first time, but it must serve its purpose or it wouldnt still be there. Downtown Portland is a maze of one-way streets. I received many horn-toots my first time driving there, as I almost went down one the wrong way while trying to get to a highly-prized parking space. My saving grace for driving in Portland is my navigation system. I type in the address of where I want to go, and my TomTom safely navigates me there. Like Portland driving, the instructional design process was completely new to me at the beginning of the term. I had no prior experience with it, and had no idea what to expect from the course. As I went through the process, I found that there are many different ways, bridges if you will, to get to the final goal of an instructional unit. All the avenues are different, but the goal is the same. There were times during the design process that I found it long and difficult, and I did not know how to go on. Just when it seemed to be an insurmountable task and I felt like jumping off of a bridge, I received help. This help came from many different sources, like the Internet, the textbook, and further instructions from the teacher. Also as I navigated through this process of creating a high-quality product, I was gently directed through the feedback of others. At first, submitting a product for peer and subject-matter expert critiques can seem intimidating, but I found that their suggestions were kindly given and helped me produce something I am proud of, making this a relevant and valuable part of the process. I think one of the most valuable skills I learned from instructional design is how to write learning goals and objectives. It is difficult to not use the words know and understand in learning goals, using measurable verbs instead. However, I have since changed my practices in my classroom and I have seen evidence of growth. My students are more focused on the daily goal and they seem to better understand what I am looking for to evidence that they have accomplished the goal for the lesson. Having well phrased, measurable goals has helped me throughout this design project. When I was planning the assessments and then the lessons, I was guided by the specific goals that told me exactly what the students had to do. According to Landrum (2011), learning goals are the initial, central focus of the design process. He further stated that these learning goals must be articulated with clarity and precision in order to be useful in the design of assessments. My school district adopted a new math curriculum this year, replacing the longused Connected Math curriculum. Now, I was not in love with Connected Math because

Instructional Design Project: Chess for Beginners there was very little scaffolding. The curriculum was generative, rather than supplantive, but many students seemed to need more instruction and scaffolding before being able to intuit the math concepts. However, the new curriculum seemed to have too much scaffolding and did not lead the students to the higher taxonomies. I have always been very quick to criticize the curriculum I am provided with by the district. In doing this project, I found that producing an instructor guide for a simple 3-hour lesson was daunting. I know what I would do if I were the one teaching the lesson, but one cannot assume that another teacher would implement the lesson the same way. I gained a new perspective from this experience. As a teacher, I have the opportunity to make instructional changes to meet the needs of my students, but not all classrooms, schools, districts, and students are equal, and instructional designers must address the needs of all learners in a general context. My eyes have been opened! One thing I have learned from this course is that I do not desire to leave my classroom to become an instructional designer of curriculum. I am self-aware enough to recognize my strengths and weaknesses, and believe that I am happier in a classroom using materials that are provided for me and tailoring them to meet my class needs. I enjoy planning out my lessons and units of study, but I know that I will not take the time to make flow charts and ARCS tables for each lesson. However, due to my recent experiences, I will be much more sensitive and appreciative to those instructional designers that have taken the time to do all of that before they put together my textbooks and the myriad of teaching resources I use each day.

Instructional Design Project: Chess for Beginners

Part 1:Topic
Part 1a: Learning Goal
Given a chess set and 3 hours of instruction, middle school students with no prior chess knowledge will engage an opponent in a game of chess using legal moves.

Part 1b: Audience

The learners for this instructional design project are middle school students, aged 10-14, in a public school setting, specifically Daybreak Middle School located in Battle Ground, Washington.

Part 1c: Rationale

The origins of chess can be traced back more than 1000 years. It is believed that chess was first played in the Middle East. Since that time, chess has spread to every country in the world. Though other games have faded out of existence, chess lives on. Chess involves problem solving, evaluating, making conjectures, and predicting outcomes. All of these skills are necessary for long-term success in mathematics. According to Dr. Eric Gottlieb of Rhodes College, the ability to think several steps ahead and to work through multi-step processes is important in both chess and math. Therefore, youd expect that playing chess would improve your ability to do those things and your mathematical abilities as well (2009). Because chess reinforces these necessary math skills, many schools are teaching chess in order to boost students math scores. As this instructional design project focuses on teaching chess skills to beginners, the overall strategy is supplantive. The instructor will serve as the primary source of information. At the very end of instruction, the final learning task will involve a simulation, wherein the student must construct a specific outcome. At that time, the strategy will shift to a more generative one, in which the learner will synthesize prior learning and construct his own knowledge in order to complete the task. The primary learning strategy for this instructional design project is declarative knowledge. According to Smith and Ragan (2005), declarative knowledge involves knowing that something is the case (p. 152). Declarative knowledge is a critical part of what we learn throughout our life and makes up a significant portion of our knowledge (Smith & Ragan, 2005, p. 152). This project falls under this category because the learner will mostly memorize facts given through direct instruction. The student is presented with knowledge, he memorizes the knowledge, and then he demonstrates that he has attained the knowledge on an assessment. Before one can strategize in chess, one must first understand the basics, such as the names of the chess pieces, the way the pieces are allowed to move, and how the game can end. It is not possible to relate chess strategies,

Instructional Design Project: Chess for Beginners a higher cognitive demand skill, to actual game play without first having knowledge of the basics.

Part 2: Analysis Report

Part 2a.1: Needs Assessment Survey
In order to assess the needs of the learners, a survey was needed. The survey I designed was pencil/paper and required the students to answer questions about themselves, their experience with strategy games, and their attitudes about learning and playing games. I began by using the survey with a test group of six seventh grade students to assess the validity and reliability of my survey. A copy of the initial survey is located in Appendix A. The students had relevant feedback regarding questions six and seven on the survey, which prompted me to make alterations to the original survey. The students struggled with the question about their primary language, which I defined as the language they use most of the time to communicate with their parents. For the revised survey, I bolded and underlined the word primary for emphasis and will begin the survey by defining the word primary for other test subjects. The new survey is located in Appendix B. I randomly handed out surveys to 50 seventh grade students (10 per homeroom), as a representative random sample of the 150 seventh grade students at the school. Before beginning the survey, I explained the purpose and made the clarification on the word primary in question three. I collected the surveys from all 50 students. However, several students did not complete the survey. I collected usable data from 42 of the 50 students for this project.

Part 2a.2: Needs Assessment Data

From the 42 surveys, there were 16 boys and 26 girls. There was one 11-year old student, twenty-four 12-year old students, and seventeen 13-year old students surveyed. Most of the students reported that English was the primary language spoken at home, but 8 of the 42 report a language other than English. Though not all students had played chess, all 42 students surveyed reported that they had played some type of a strategy game before. The following charts highlight the students chess levels, as reported by the students, and their levels of interest in playing the game.

Instructional Design Project: Chess for Beginners

Chess Skill Level (self-evaluative)

Advanced 9% Intermediate 29% No prior experience 38%

Beginner 24%

Chess Interest Results

12 10 8 6 4 2 0 Very Interested A Little Interested Not At All Interested Undecided Boys Girls

Part 2b.1: Learning Context

The instruction will take place in Daybreak Middle School, a grades 5-8 public school in the Battle Ground School District. For this project, the learners will be three 7

Instructional Design Project: Chess for Beginners classes 7th graders. They will be given three hours of instruction in their homeroom classrooms over a two-week period during a 30-minute advisory class. The advisory class is scheduled on Mondays, Tuesdays, and Wednesdays. The instructors will provide the students with all necessary learning supplies. There are 26 to 28 students in each of the classes. Technology available is minimal. Each classroom has only three working student-use computers at this time. There is no computer lab available for student use during the school day, as the computer lab is used for scheduled tech classes. With limited available technology for student use, the instructional strategies for this project are not dependent on technology for its completion. If technology were available, the instructors and students would willingly use it.

Part 2b.2: Transfer Context

After completing the instruction, students will be able to play chess in any context, both in and out of the school setting. The students will have the skills to play chess with opponents of varying levels of skill. They will also be able to apply their knowledge for both board versions and online versions of the game.

Part 2c: Learner Description

The Chess for Beginners instructional design project will be used at Daybreak Middle School located in Battle Ground, Washington. The school has 529 students enrolled. Daybreak Middle School has around 46% of its students on free and reduced lunch, indicating that many students come from lower-income households. More than 20% of the students report that English is not the primary language spoken at home, and 14% of these students receive ELL accommodations and services. Chess for Beginners will be taught to three of the seventh grade classrooms. There are 83 students in these three classrooms, 40 boys and 43 girls. Of these 83 students, 13 are identified as ELL students, and 16 are receiving special education services in the area of mathematics. Also, 42% of these 7th graders did not pass the 20102011 Measurement of Student Progress (MSP) in the area of mathematics. After surveying and studying the population, the following were determined: Prior Learning: All students have previously played a strategy game and all students have heard of the game of chess. Of the 42 surveyed, 62% reported that they have played before and are at varying levels of competency. These results are based upon a self-evaluation. Upon pre-assessment, students levels of competency will be ascertained in order to identify students that will need the curriculum. All students are familiar with the instructors, the classroom environment, the available technology, and the daily schedule. Attitudes Toward Content: Of the 42 students surveyed, 26 reported some interest in playing chess at school. However, 10 reported that they had no interest in playing chess and 6 students were undecided. All students stated that they wanted to play games at school, but upon finding out the game was chess, several students gave negative responses such as Ahhh! and I hate chess!

Instructional Design Project: Chess for Beginners

18 16 14 12 10 8 6 4 2 0 Class 1 Class 2 Class 3 Boys Girls

Instructional Design Project: Chess for Beginners

Part 2d: Learning Task Analysis

10

Instructional Design Project: Chess for Beginners

Part 3: Planning
Part 3a: Learning Objectives
Objective 1: Players will identify the 8 files and 8 ranks that comprise the 64 square chess board using chess notation with 100% accuracy. 1.1 Place chess board between two players. 1.1.1 Orient board so that each player has a white square at the right corner of the board. 1.2 Given that white always moves first, name the 8 files of the chessboard a-h beginning from whites first horizontal row. 1.2.1 White player will identify the files by pointing to the squares a, b, c, d, e, f, g, and h using his first horizontal row beginning with the square on his left. 1.2.2 Black player will identify the files by pointing to the squares a, b, c, d, e, f, g, and h using his first horizontal row beginning with the square on his right. 1.3 Given that white always moves first, name the 8 ranks of the chessboard 1-8 beginning from whites first vertical column. 1.3.1 White player will identify ranks by pointing to squares 1, 2, 3, 4, 5, 6, 7, and 8 using the first vertical column on his left beginning in the square closest to him. 1.3.2 Black player will identify ranks by pointing to squares 8, 7, 6, 5, 4, 3, 2, and 1 using the first vertical column on his right beginning in the square closest to him. 1.4 Name chess squares using the horizontal file letter followed by the vertical rank number. 1.4.1 Players will locate square a1 by placing their fingers on the square located on whites bottom left corner. 1.4.2 Players will locate square a8 by placing their fingers on the square located on blacks bottom right corner of the chess board. 1.4.2 Players will locate any given square on the chessboard by using the squares file and rank with 100% accuracy. Objective 2: Players will identify and sort the 32 chess pieces as king, queen, knights, rooks, bishops, and pawns. 2.1 Players will identify pawns by collecting all 16 pawns and separating them from the other chess pieces. 2.1.1 Pawns are the smallest pieces and there are 8 white and 8 black. 2.2 Players will locate the 2 kings and separate them from the other chess pieces 2.2.1 Kings are the tallest chess pieces and are identified by the cross on the top. 2.3 Players will locate the 2 queens and separate them from the other chess pieces 2.3.1 Queens are the next tallest chess pieces

11

Instructional Design Project: Chess for Beginners 2.3.2 Queens wear a crown around the top of the piece 2.4 Players will locate the 4 rooks and separate them from the other chess pieces 2.4.1 Rooks look like castles 2.5 Players will locate 4 knights and separate them from the other chess pieces 2.5.1 Knights have horses heads 2.6 Players will locate 4 bishops and separate them from the other chess pieces 2.6.1 Bishops are smaller than the queen, but larger than a pawn 2.6.2 Bishops wear a hat with a slash in it Objective 3: Players will place the chess pieces in the correct position on the chess board using chess notation. 3.1 Separate chess pieces by color 3.1.1 White player takes 16 white pieces 3.1.2 Black player takes 16 black pieces 3.2 Players will arrange their chess pieces on the chess board with 100% accuracy. 3.2.1 Rooks are located in the corners 3.2.1.1 Place white rooks on a1 and h1 3.2.1.2 Place black rooks on a8 and h8 3.2.2 Knights are located next to the rooks 3.2.2.1 Place white knights on b1 and g1 3.2.2.2 Place black knights on b8 and g8 3.2.3 Bishops are located next to the knights 3.2.3.1 Place white bishops on c1 and f1 3.2.3.2 Place black bishops on c8 and f8 3.2.4 Queens are placed next to the bishop on her own color 3.2.4.1 Place white queen on d1, a white square 3.2.4.2 Place black queen on d8, a black square 3.2.5 Kings are located in between the queen and the bishop 3.2.5.1 Place white king on e1 3.2.5.2 Place black king on e 8 3.2.6 Pawns are located on ranks 2 and 7 3.2.6.1 Place white pawns on a2, b2, c2, d2, e2, f2, g2, and h2 3.2.6.2 Place black pawns on a7, b7, c7, d7, e7, f7, g7, and h7

Objective 4: Players will describe the legal moves a pawn can make during the play of the game. 12

Instructional Design Project: Chess for Beginners 4.1 Move pawns forward, never backwards 4.2 One the first move, move pawn forward one or two squares 4.3 After the first move, move pawn forward only one square 4.4 Capture opponents pieces by moving pawn one square diagonally 4.5 Pawn promotion 4.5.1 when a pawn reaches the opposite players first rank, exchange the pawn for a queen, knight, rook, or bishop of the same color regardless of the number of such pieces on the game board. 4.5.1.1 White pawn goes from the 2nd rank to the 8th; black pawn goes from the 7th rank to the 1st. Objective 5: Players will describe the legal moves a queen can make during the play of the game. 5.1 Move the queen vertically, horizontally, or diagonally 5.2 Move the queen as far as she wants in one direction without jumping over another piece Objective 6: Players will describe the legal moves a bishop can make during the play of the game. 6.1 Move the bishop only diagonally 6.2 Move the bishop as far as he wants in one direction without jumping over another piece Objective 7: Players will describe the legal moves a rook can make during the play of the game. 7.1 Move the rook horizontally and vertically, never diagonally 7.2 Move the rook as far as he wants in one direction without jumping over another piece Objective 8: Players will describe the legal moves a knight can make during the play of the game. 8.1 Knights are the only piece that can jump over another piece 8.2 Use the knights to capture on the square where they finish their jump 8.3 Move the knight in an L-shape 8.3.1 Move the knight 2 spaces forward, backward, or sideways and then finish the L by moving 1 square to the right or left Objective 9: Players will describe the legal moves a king can make during the play of the game. 9.1 Recognize the king as the most important piece in chess, but having very limited power 9.2 Move the king only 1 square in any direction 9.3 Protect the king at all times 9.4 Use castling as needed to protect the king 9.4.1 involves the king and either rook piece 9.4.2 can only occur if it is the king and the rooks first move of the game

13

Instructional Design Project: Chess for Beginners 9.4.3 can only occur if there are no chess pieces still in between the king and the rook 9.4.4 move the king two squares closer to the rook he intends to castle with; the rook moves to the square that the king passed through.

Objective 10: Players will demonstrate how to win the game and define stalemate as a draw and checkmate as an inescapable attack on the king. 10.1 Define checkmate as the point in the game when one players king is threatened with capture from an opponents piece (in check) and the king cannot move to a square to escape the capture, capture the enemy piece attacking the king, or move a piece between an attacking piece and the king. (See Part 7b) 10.1.1 In check means that the king will be captured on the opponents next move if he is not moved to another square. 10.1.2 if a king is in check, the opponent may say check alerting the player of the threat to the king. 10.2 Define stalemate as the point in the game when the king can make no legal moves because all moves would put him in check. 10.2.1 a stalemate is when on a players turn, the king is not in check but the player has no legal move. 10.2.2 insufficient materiala game is a draw if no possible sequence of legal moves can lead to a checkmate. A player must have at least a King and a Rook to checkmate the other player. 10.2.3 Mutual agreementa player may propose a stalemate at any point of the game. If accepted by the other player, the game is then a draw. 10.2.4 50-move rulefifty moves have been made without any captures or pawn movements. 10.2.5 Triple-occurrence rulethe same board position has occurred three times. (See Part 7b)

14

Instructional Design Project: Chess for Beginners

Part 3b: Objectives Matrix

Learning Objectives 1 Blooms Taxonomy of Classification Knowledge Format of Assessment pencil/paper Description of Test Form 1. fills in the chess board 2. matching the notation to the correct square Observation with a checklist Observation with a checklist Constructed response Constructed response Constructed response Constructed response Constructed response Constructed response Constructed response and observation with a checklist Sample Items

Label the ranks and files of the chess board and locate squares on a chess board using chess notation Given a complete set of 32 chess pieces, sort and identify each chess piece Place all chess pieces on the chess board and state their locations using chess notation Describe the moves a pawn can make Describe the moves a queen can make Describe the moves a bishop can make Describe the moves a rook can make Describe the moves a knight can make Describe the moves a king can make Using prearranged chess scenarios, demonstrate possible ending moves of a game that result in a stalemate and a checkmate

Knowledge

observation of on-the-job performance observation of on-the-job performance pencil/paper pencil/paper pencil/paper pencil/paper pencil/paper pencil/paper Pencil/paper followed by simulation

Knowledge

4 5 6 7 8 9 10

Comprehension Comprehension Comprehension Comprehension Comprehension Comprehension Application

15

Instructional Design Project: Chess for Beginners

Part 3c: ARCS Table

ATTENTION A.1. Perceptual arousal

Show students the video.

http://www.youtube.com/watch?v=OkTQ9CbUjyk&feature=plcp &context=C41331b4VDvjVQa1PpcFPy1XbmoqcXtv226QYR4H_QYLt5YfySEo%3D Video produced by Voice of America. Video content is in the public domain and provided courtesy of voanews.com. A.2. Inquiry arousal

Provide students with K-W-L chart. Allow 5-10 minutes private think time to fill out the chart Arrange students in pairs to compare K-W-L charts Class discussion on K-W-L Using K-W-L, form 3-5 questions about chess to be answered by the end of the instruction period.

A.3. Variability

RELEVANCE R.1. Goal Orientation R.2. Motive matching

Conduct Chess for Beginners Survey Use pre-assessment to determine students that need the instruction For those that do not require the instruction, allow opportunities, space, and equipment to begin play Provide opportunities for peer mentoring Connect playing chess to other social strategy games (Ask: What are some other strategy games that you play with other people? How might chess compare to ________?) Connect chess to other academic and social skills (Ask: From what you know about chess and from the video, what are some academic and/or social skills that you can learn from playing chess?)

R.3. Familiarity

CONFIDENCE

16

Instructional Design Project: Chess for Beginners

C.1. Learning requirements

Inform students that they will be shown step-by-step procedures for setting up the chessboard, moving and capturing chess pieces, and ending the game. Allow students to practice and apply each concept to build confidence and meet expectations. Students can practice individually and within groups. At the culmination of instruction, students can engage opponents in a game of chess, or play against the computer. Allow students to take assessment when they feel they have completed the learning objective Students progress to the next learning objective when they have completed the previous one

C.2. Success opportunities

C.3. Personal control

SATISFACTION S.1. Natural consequences S.2. Positive consequences

Students apply newly acquired knowledge by playing a game of chess using legal moves At the end of instruction, refer back to the K-W-L and allow students to answer the 3-5 questions formed before instruction At the end of instruction, allow time for students to engage each other in play Students acquire a new skill that can be used at school and at home, using a game board or a computer Since chess is played throughout the world using the same set of rules, students can play the game with anyone else who understands the rules All students will be provided with ongoing feedback Peer mentoring will be available Opportunities for re-assessment will be available

S.3. Equity

17

Instructional Design Project: Chess for Beginners

Part 4: Instructor Guide

This lesson plan, Chess for Beginners, is designed for middle school students, aged 10-14. Prior to beginning this lesson plan, it is necessary to pre-assess students knowledge of the game to determine students that have little or no knowledge of the game, and who would be appropriate for the instruction. Included in this instruction are a pre-/post-assessment and a student interest survey to help determine students level of interest and skills. To implement this instruction in a classroom setting, the instructor needs a writing surface, such as a white board, a flip-chart, or a media projection system. Since online videos are used, instructor will need access to a computer with Internet connectivity and the ability for all students to see and hear the videos. Also, the instructor will need a minimum of one chess set for every two students in the classroom. If available, computers or tablets with Internet connectivity can be used for student practice using the website: http://www.chess.com/play/computer.html Introduction (30 minutes) 1.) Gain the Students Attention a.) Show students the video. http://www.youtube.com/watch?v=OkTQ9CbUjyk&feature=plcp&context=C41331b4V DvjVQa1PpcFPy1XbmoqcXtv226QYR4H-_QYLt5YfySEo%3D Video produced by Voice of America. Video content is in the public domain and provided courtesy of voanews.com. (5 minutes) b.) Connect playing chess to other social strategy games. (Ask: What are some other strategy games that you play with other people? How might chess compare to ________?) c.) Connect chess to other academic and social skills. (Ask: From what you know about chess and from the video, what are some academic and/or social skills that you can learn from playing chess?) 2.) Establish Purpose of the Instruction a.) Instructor will provide students with the main goal of instruction: At the end of 3 hours of instructions, you will be able to engage an opponent in a game of chess using legal moves. b.) Provide students with a K-W-L chart or make a simple K-W-L chart on paper. A sample K-W-L chart is provided here by ReadWriteThink.org. The topic is Chess. Allow students a few minutes private think time to fill out the first two columns of the chart. c.) Arrange students in pairs to compare K-W-L charts. 3.) Stimulate Students Attention/Motivation a.) Class discussion on K-W-L. Using K-W-L, form 3-5 questions as a class about chess to be answered by the end of instruction. 4.) Preview the Learning Activity a.) Identify the four main components of playing chess that will be covered during the instruction: setting up the chessboard, identifying the game pieces, describing

18

Instructional Design Project: Chess for Beginners how pieces capture other pieces, and knowing how to win the game. b.) Explain that the object of the game is to capture the opponents king. c.) At the end of instruction, you will get to play chess with others in the class, and have the ability to play with anyone else who knows the rules. Body (120 minutes) 1.) Activate Prior Knowledge a.) Review what they know about chess or have learned so far using the K-W-L. b.) Review the four main learning activities that will be covered in the lessons: setting up the chessboard, identifying the game pieces, describing how pieces capture other pieces, and knowing how to win the game. 2.) Present Information and Examples a.) Show students a chess set and identify features: light and dark squares; 8 columns and 8 rows; light and dark (black and white) pieces; each player has the same number and type of pieces. b.) if technology is available, show students the same features using an online chess game. You may choose any one of your liking or use the website, http://www.chess.com/play/computer.html. 3.) Focus Attention a.) Ask students to recall features of the chess pieces and chess board. (These can be the things highlighted by the instructor or other things they may have noticed.) ** The steps 4, 5, and 6 will be repeated for each lesson: step-by-step procedures of setting up the game board, identifying the chess pieces and the ways they can capture, and ending the game Lesson: Identifying the squares of the chess board using chess notation 4.) Employ Learning Strategies a.) Show students the video. http://www.youtube.com/watch?v=Mc1C1wSsLBY&list=FLAaCMwDup354CuOKUN6 asRg&index=1&feature=plpp_video The Chessboard video is produced by the ThinkAheadCoach and made available by You Tube. (2 minutes) 5.) Guided and Independent Practice a.) Instructor demonstrates using chess notation to name squares, file and then rank. b.) Instructor points to squares and has students discuss the squares name with a partner. Discuss the squares name as a class. Repeat this process several times to address misconceptions and increase student confidence. c.) Give students five squares and have them record on paper the name of the square using chess notation.

19

Instructional Design Project: Chess for Beginners

6.) Provide Feedback a.) Correct responses and give students feedback regarding correct and incorrect responses. b.) For students that received corrective feedback, allow opportunity to name different squares to demonstrate skill achievement. Lesson: Identifying the chess pieces 4.) Employ Learning Strategies a.) Name and describe each chess piece using an identifying characteristic to stimulate visual recall. 1.) King (K) is the tallest piece on the board and has a cross on his head. 2.) Queen (Q) is the next tallest piece and she wears a circular crown on her head. 3.) Rook (R) looks like a castle. 4.) Knight (N) looks like a horse. 5.) Bishop (B) is just smaller than the queen and he wears a hat with a slash on it. 6.) Pawns are the smallest and each color has 8 of them. 5.) Guided and Independent Practice a.) As a class, have several students draw a chess piece out of a sack and attempt to name it. Have students justify their responses using the identifying characteristic. Repeat several times. b.) Have students practice naming chess pieces with a partner. Justify responses based on pieces identifying characteristic. 6.) Provide Feedback a.) Instructor assesses using direct observation and provides feedback on correct/incorrect identification. b.) For students that received corrective feedback, allow opportunity to name different chess pieces to demonstrate skill achievement. Lesson: Placing the pieces correctly on the board 4.) Employ Learning Strategies a.) Show video. http://www.youtube.com/watch?v=NPyuNpYfrDc How to Set Up the Chess Board video produced by stevechessstrategies and made available by You Tube. (2 minutes) 5.) Guided and Independent Practice a.) Instructor sets up a chessboard, with light on right and explaining with addition of each chess piece. Students do the same as the instructor. Repeat as needed. b.) Students practice in pairs setting up a chessboard correctly. 6.) Provide Feedback a.) Instructor observes each chessboard and gives feedback on correct/incorrect

20

Instructional Design Project: Chess for Beginners set up. b.) For students that received corrective feedback, allow opportunity to set up chess pieces to demonstrate skill achievement. Lesson: Describing how each pieces captures and ending the game 4.) Employ Learning Strategies a.) Show video. http://www.chesskid.com/learn-how-to-play-chess.html Teach Kids to Play Chess video made available by www.chesskid.com (14 minutes) 5.) Guided and Independent Practice (30 minutes) a.) Discuss how each piece moves and guide students in taking notes. Include piece name, a visual of how the piece moves, and any other important information. b.) Define and provide examples of checkmate and stalemate. See Part 3a, Objective 10, for specific rules to ending the game. (See Part 7b) c.) Guided class discussion using examples and non-examples of legal moves and captures. d.) Students fill out worksheet to demonstrate achievement. e.) Students practice making legal moves under supervision of a more knowledgeable peer or instructor. 6.) Provide Feedback a.) Use student work to provide correct/incorrect feedback. b.) More knowledgeable peer or instructor gives immediate feedback regarding correct/incorrect moves. c.) For students that received corrective feedback, allow opportunity to demonstrate skill achievement. Conclusion (30 minutes) 1.) Review and Summarize a.) Remind students about what they have learned. 1.) naming squares on the chessboard using chess notation 2.) identifying the chess pieces 3.) putting chess pieces on the board correctly 4.) how to make legal moves and capture opponents pieces 5.) how the game ends: checkmate or stalemate (draw) 2.) Transfer Learning a.) Students practice playing with an opponent under supervision of more knowledgeable peer or instructor. b.) Any corrective feedback is given immediately with opportunity to reapply skill. 3.) Re-motivate and Close a.) Remind students of the academic and social benefits of playing chess. b.) Remind students that chess can be played on a board or on the computer and with anyone else who knows how because the rules are the same for everyone.

21

Instructional Design Project: Chess for Beginners c.) With practice and study, students can develop strategies and skills, such as castling and en passant, for playing that will increase likelihood of winning. 4.) Assess Learning a.) Administer paper-and-pencil assessment. b.) Administer simulation assessment. 5.) Provide Feedback a.) Return to the K-W-L and, first independently and then as a class, write down the answers to the 3-5 questions created in the introductory lesson in the last column, as well as any other information the students have learned. b.) Use student responses to determine the efficacy of the instruction and the level of student mastery. c.) Make adjustments as needed.
Learn to play chess! (2012). Retrieved on April 5, 2012, from http://www.chesskid.com/learn-how-toplay-chess.html Schools recognize benefits of chess. (2008). Retrieved on April 5, 2012, from http://www.youtube.com/watch?v=Mc1C1wSsLBY&list=FLAaCMwDup354CuOKUN6asRg&index=2&f eature=plpp_video stevechessstrategies. (2009). How to set up the chess board. [video]. Retrieved March 31, 2012, from http://www.youtube.com/watch?v=NPyuNpYfrDc ThinkAheadCoach. (2011). The chessboard. [video]. Retrieved April 1, 2012, from http://www.youtube.com/watch?v=Mc1C1wSsLBY&list=FLAaCMwDup354CuOKUN6asRg&index=2&f eature=plpp_video

Part 5: Learner Content

Part 5a: Learning Materials
This instructional unit will consist of several lessons, requiring forms for note taking and assessing. The first lesson involves identifying the squares on a chess board using chess notation. There is a video to assist in teaching this information. During the video and subsequent class discussion, students should write down important information. After modeling and guided practice, students need to demonstrate their level of understanding in a pencil/paper assessment. This is formative and will demonstrate the completion of the learning task or if more instruction and practice are needed before moving on to another skill. See Appendix C for the form that provides the instructor and learner direction and structure to accomplish the learning task. A second learning task involves identifying the chess pieces. After viewing a video and practicing, the students will have a performance assessment. The third learning task, setting up the chess board, also requires a performance assessment. To monitor student progress and achievement of these learning tasks, the instructor will use a checklist. This form is located in Appendix D. 22

Instructional Design Project: Chess for Beginners The most challenging, but most important, chess skill for beginners is moving the chess pieces correctly and capturing the king. To learn these skills, the students will view a video. During the video and class discussion, students will need to take notes so that they can refer back to them during practice. Appendix E is the form for note taking and assessing this skill.

Part 5b: Assessment Materials

Teacher observation is critical throughout all stages of instruction. Another formative assessment during all stages of instruction is the use of student self-assessment. Tools such as thumbs up/thumbs down can be used for the instructor to know if more modeling and guided practice are needed for all or some of the students prior to independent practice. Before beginning this instruction with students, it is imperative that a preassessment be conducted. As chess is played throughout the world using the same rules, there may be students in a classroom setting that do not need this instruction because of previous exposure and practice. These students would not be engaged or motivated during instruction. However, students possessing these basic chess skills become an asset for the instructor, as they can mentor and monitor chess play of less knowledgeable peers. A pre-assessment will determine those who require the instruction and those that do not. Following instruction, it is necessary to determine the level of skill attainment and the effectiveness of the instruction. Post-assessment is necessary to track student progress, evaluate effectiveness of the instruction, and reflect on future changes in the instruction. The Pre-/Post-Assessment is located in Appendix F.

Part 5c: Technology Tools Justification

Recognizing that the availability of technology varies from location to location, the use of technology in this instruction is minimal. Several lessons include a video teaching a chess skill. However, if there is no Internet connectivity or a way of presenting the videos to an audience, the skills may be taught by a knowledgeable instructor without requiring significant changes to the lessons. The lessons and websites recommended in the instructor guide are as follows: The introduction to Chess for Beginners uses a video to build interest and state the purpose of the instruction. The video, Schools Recognize the Benefits of Chess, is produced by www.voanews.com and found at http://www.youtube.com/watch?v=OkTQ9CbUjyk&feature=plcp&context=C41331b4V DvjVQa1PpcFPy1XbmoqcXtv226QYR4H-_QYLt5YfySEo%3D Lesson 1: Identifying the Squares Using Chess Notation uses The Chessboard. Retrieved from http://www.youtube.com/watch?v=Mc1C1wSsLBY&list=FLAaCMwDup354CuOKUN6 asRg&index=1&feature=plpp_video

23

Instructional Design Project: Chess for Beginners Lesson 3: Setting Up the Chess Board uses the video How to Set Up the Chess Board. Retrieved from http://www.youtube.com/watch?v=NPyuNpYfrDc Lesson 4: Describe How Each Piece Captures and End the Game uses a 16 minute video called Learn to Play Chess produced by www.chesskid.com and located at http://www.chesskid.com/learn-how-to-play-chess.html In addition to the videos, there are many online and software versions of chess that students can use to practice playing chess. An advantage of using these sites is a feature that beginners can use to highlight possible moves of the chess pieces. This feature reinforces legal moves and can help students begin to see strategies that can assist them in capturing their opponents king. Another advantage is the ability to undo an unwise move and move to a different location. Since we all learn better when we understand and fix our errors, playing with a computer can help students see mistakes in an emotionally safe way, building confidence and skill.

Part 6: Formative Evaluation Plan

Part 6a: Expert Review
My subject matter expert is Luke Ellsworth. He is not an educator in a classroom. He teaches chess to children and he has done this for 15 years. Currently, he is the chess teacher for several local Boy Scouts of America troops, helping young men earn their chess merit badge. I anticipate that my project will be ready to submit to him for his recommendations by April 26, 2012.

Part 6b: One-to-One Evaluation

For the one-to-one evaluation, I would choose two students, a boy and a girl, with little to no chess knowledge and two students, a boy and a girl, that have moderate (or greater) chess skills. The students with no chess knowledge can inform me of the effectiveness of the curriculum in helping them understand the basics of chess. The two students that already possess the chess skills can help me to know if I have missed pertinent steps in the instructional process, sequenced steps incorrectly, or if I have included things that do not pertain to the basics of chess. After allowing both groups time and access to the instructional material, I would sit down with them to obtain their input. I would ask questions and record their responses in written or, with their permission, taped form. Questions for the students with little or no chess knowledge: 1. After watching the video at the beginning of the unit, what did you learn about the relevance of chess on education? As an introduction, was it useful in building interest in chess? Why or why not? 2. There are 4 instructional videos used to teach the basic skills of chess, on a rating scale of 1 to 4 how would you rate the videos on the following things: 1= do not agree 2 = somewhat agree 3 = mostly agree 4 = completely agree

24

Instructional Design Project: Chess for Beginners a. The videos held my interest. Comments: b. The videos used simple language that I could understand. Comments: c. The videos helped me understand the skill being taught in the lesson. Comments: d. The video was more effective than listening to an instructor in the classroom. 3. Was the instruction easy to follow? Why or why not? 4. Looking at this instruction, what would you change? What would you keep the same? Questions for the students with chess knowledge: 1. After watching the instructional videos, how useful are they for the instruction of chess? 2. Looking at the instruction, how well is it sequenced for the instruction of chess? 3. How is the pacing of the instruction for new chess learners? 4. Looking at this instruction, what would you change? What would you keep the same?

Part 6c: Small Group Evaluation

After completing the revisions based upon the feedback supplied from the one-to-one evaluations, the instruction should be ready for a small group evaluation. An instructor would teach this instruction to a group of no more than 10 learners. Due to the topic, it would be helpful to have an even number of learners, so that they can participate in game play and practice together. At the end of the instruction, I would want to know: 1. Were the learners able to accomplish the objectives and goals using the instruction? If not, what needs to be changed? 2. Were there times during the instruction that the learners experienced frustration? If so, where and what was the cause of the frustration? 3. At the end of the instruction, did the learners have the requisite skills to engage an opponent in a game?

Part 6d: Field Trial

After making any needed revisions, the instruction should be ready for a field trial. The field trial should take place with students, aged 11-14. The class size should be under 20 students in order to increase one-to-one interactions between the instructor and the learners. Following the instruction, data will be gathered from the instructor and the learners assessment results regarding the effectiveness of the instruction. I would use a rating scale and ask the following questions: 1= do not agree 2 = somewhat agree 3 = mostly agree 4 = completely agree Instructor:

25

Instructional Design Project: Chess for Beginners 1. The instructor guide provided all steps and instructions I needed to effectively implement the instruction. Comments: 2. All of the media and links used in the instruction were available to me. Comments: 3. The goals and objectives were clear and attainable. Comments: 4. I had to make instructional changes in order to make the instruction work. Comments: 5. I found the unit easy to teach. Comments: 6. I feel the students learned from the instruction. Comments: Please offer any suggestions or advice regarding this unit of study to improve its effectiveness in the classroom.

Part 7: Formative Evaluation Report

Part 7a: Evaluation Survey
As part of the instructional design evaluative process, I surveyed my subject matter expert (SME), Luke Ellsworth, in order to solicit his feedback and ensure a high quality product. I used Google Documents to provide an accessible, online format in which he could respond. I asked the following questions: 1. Do the videos effectively teach the intended chess skills? Comments: 2. Did you find any errors in the chess terminology/phrasing used throughout the instruction? If so, where are they located and how would I change it? 3. Given the goals and objectives, were the assessment tools adequate to determine effectiveness of instruction? Comments: 4. Were the directions in the instructor guide easy to understand and follow? Comments: 5. Were the lessons structured so that instructor has sufficient time to teach the material? Comments: 6. What would you change? What would keep the same?

Part 7b: Results of the Expert Review

I submitted my project to my SME, Luke Ellsworth, via email and included a link to a Google Document that had the questions from Part 7a. He spent two days looking over the material and watching the videos. When he was ready to give feedback, we communicated on the phone. He was able to answer the questions from my survey and provide me with specific feedback and answer any questions I had regarding rules of which I was unaware. This was a positive and helpful experience because he has so much more knowledge and experience. I felt that since this was just a lesson for very beginners that I would not include some rules of game play. He, however, was able to explain the necessity of at least previewing and explaining these rules, especially if the learners would be playing with others that had more chess experience than they.

26

Instructional Design Project: Chess for Beginners Overall, the feedback from my SME, Luke Ellsworth, was positive. He stated that the videos were informative and appropriate. He also commented that the lesson plans were easy to follow and the assessment tools were appropriate. He stated that the instruction could be done in 3 hours, but it would take many more hours of practice in and out of the classroom in in order to meet the stated goals and objectives. This is something to consider. If all of the Chess for Beginners lesson goals must be completed in three hours, then my stated goals and objectives may be unrealistic for the time allowed in the projects parameters. However, if we are just calculating instruction time, then this is most likely attainable. The most important feedback I received from Luke was about the phrasing of my goals and objectives and the way that they are taught by the instructor. As I am new to the game of chess, my understanding of checkmate and stalemate were not complete. He was able to answer several questions I had and help me to better understand the endings of the game of chess. As a first foray into the instructional design process, I am convinced of the need for a subject matter expert for clarification and to ensure appropriateness of content.

Part 7c: Comments on Change

I chose to go back to my goals and instructions and implement his feedback, as I truly believed his feedback was valuable to the lesson. His feedback clarified for the instructor how to accurately teach the rules for ending the game, and after hearing his justifications, I believed that the project was incomplete as I had it. The changes to my original ID project are in red with a note to see Part 7b.

Part 8: AECT Standards Grid

Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.
Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT X X X X X X X X ID Project ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project

27

Instructional Design Project: Chess for Beginners

2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X ID Project Reading Quiz; ID Projects (all assignments)

(all assignments) ID Project

X X X

ID Project ID Project

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 28

Instructional Design Project: Chess for Beginners

7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

29

Instructional Design Project: Chess for Beginners 12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

30

Instructional Design Project: Chess for Beginners AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles that specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials that require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies

31

Instructional Design Project: Chess for Beginners 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies

32

Instructional Design Project: Chess for Beginners 2.3.2 Design, produce, and use digital information with computer-based technologies. 3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies

33

Instructional Design Project: Chess for Beginners

Appendices
Appendix A Initial Survey

Chess for Beginners Survey

1.) Age: (circle one) 10 11 12 13 14

2.) Gender (circle one)

Male

Female

3.) Is English your primary language at home?

Yes

No

4.) Have you ever played chess before?

Yes

No

If yes, how skilled do you think you are? (circle one ) Beginner 5.) Have you ever played any other strategy board games, such as Stratego, Settlers of Catan, Risk, Scrabble, or Ticket to Ride? Yes Intermediate No Advanced

6.) How interested are you in learning to play chess? (circle one)

Very interested Not at all interested

A little interested Undecided

7.) Do you think you can learn how to play chess? (circle one) 8.) When you play games with others, do you play mainly to have fun and be with other people or do you play mainly to win? (circle one)

Yes

No

I dont know

Have fun

Play to win

34

Instructional Design Project: Chess for Beginners

Appendix B Revised Survey

Chess for Beginners Survey

1.) Age: (circle one) 10 11 12 13 14

2.) Gender (circle one) 3.) Is English your primary language at home?

Male

Female

Yes

No

Yes 4.) Have you ever played chess before?

No

If yes, how skilled do you think you are? (circle one ) Beginner Intermediate Advanced

5.) Have you ever played any other strategy board games, such as Stratego, Settlers of Catan, Risk, Scrabble, or Ticket to Ride?

Yes

No

6.) How interested are you in playing chess? (circle one)

Very interested Not at all interested

A little interested Undecided

7.) When you play games with others, do you play mainly to have fun and be with other people or do you play mainly to win? (circle one)

Have fun

Play to win

35

Instructional Design Project: Chess for Beginners

Appendix C Identifying the Squares Using Chess Notation Worksheet

Identifying the Squares of the Chess Board Using Chess Notation Name ________________________________ Date____________
Directions: Watch the video, The Chessboard by the ThinkAheadCoach. Write down important information and make sketches during the video.

Important Information

Visuals

Name That Square

Directions: Your instructor will point to five squares. Write the name of the squares using chess notation. 1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________ 5. ____________________

36

Instructional Design Project: Chess for Beginners

Appendix D Instructor Checklist Form Chess for Beginners Instructor Checklist Instructor _________________ Class________________ Date_____________
Student Name Identifying the Chess Pieces Setting Up the Chess Board Comments

Rating Scale: 3 = meets expectations 2 = moving towards expectations 1 = does not meet expectations

37

Instructional Design Project: Chess for Beginners

Appendix E Moving the Pieces and Capturing the King Worksheet Chess for Beginners: Moving the Pieces and Capturing the King Name __________________________ Date ____________________
Directions: Watch the video, Teach Kids To Play Chess by www.chesskid.com. Write down important information and make sketches during the video.

Important Information

Visuals

38

Instructional Design Project: Chess for Beginners

Directions: Show the directions each chess piece can move on any given turn. Use a line with an arrow ( ) to show a move that extends farther than one square, and use a line with an endpoint ( ) to show a move that is exactly to that square. Pawn Rook

R P
Knight Bishop

Queen

King

39

Instructional Design Project: Chess for Beginners

Ending The Game

Directions: Consider the black letters to be blacks chess pieces, and the grey letters to be whites chess pieces. Given the chess board set up, state if the scenario represents a stalemate or a checkmate and justify your response. Scenario #1: Whites move 1. Is this scenario a stalemate or checkmate? 2. How do you know?

P P Q K K R K P P P

Scenario #2: Blacks move 1. Is this scenario a stalemate or checkmate? 2. How do you know?

40

Instructional Design Project: Chess for Beginners

Scenario #3: Whites move 1. Is this scenario a stalemate or checkmate? 2. How do you know?

R K R

Scenario #4: Whites move 1. Is this scenario a stalemate or checkmate? 2. How do you know?

B K N P P K P N

41

Instructional Design Project: Chess for Beginners

Appendix F Chess for Beginners Pre-/Post-Assessment Chess for Beginners: Pre-/Post-Assessment Name __________________________ Date ____________________
1. Using the chess board below, state the locations of the given chess pieces, using chess notation. (1 point each) King (K) _____________ Queen (Q) ______________ Bishop (B) ______________ Knight (N) ______________ Rook (R) _____________ Pawn (P) _____________ 2. Using the chess piece abbreviations in question 1, set up the chess board for the beginning of a game. Set up for both white and black pieces. (16 points 8 per side)

N B R K P Q

42

Instructional Design Project: Chess for Beginners 3. Name each chess piece, tell how you know, and describe (using words or arrows) the legal moves it can make. (3 points each) (A) Name ______________________

How do you know? __________________

How does it move to capture pieces?

(B)

Name ______________________

How do you know? __________________

How does it move to capture pieces?

43

Instructional Design Project: Chess for Beginners (C) Name ______________________

How do you know? __________________

How does it move to capture pieces?

(D)

Name ______________________

How do you know? __________________

How does it move to capture pieces?

44

Instructional Design Project: Chess for Beginners (E) Name ______________________

How do you know? __________________

How does it move to capture pieces?

(F)

Name ______________________

How do you know? __________________

How does it move to capture pieces?

45

Instructional Design Project: Chess for Beginners 4. Define checkmate. (1 point) _________________________________________________________________________________________________ _________________________________________________________________________________________________ 5. Define stalemate. (1 point) _________________________________________________________________________________________________ _________________________________________________________________________________________________

46

Instructional Design Project: Chess for Beginners

Chess for Beginners: Pre-/Post-Assessment (ANSWER KEY) Name __________________________ Date ____________________
1. Using the chess board below, state the locations of the given chess pieces, using chess notation. (1 point each) King (K) ____C3_________ Queen (Q) _____B1_________ Bishop (B) _______F7_______ Knight (N) _____A8_________ Rook (R) _____G5________ Pawn (P) _____F2________ 2. Using the chess piece abbreviations in question 1, set up the chess board for the beginning of a game. Set up for both white and black pieces. (16 points 8 per side)

N B R K P Q

R N B K Q B N R P P P P P P P P

P P P P P P P P R N B Q K B N R

47

Instructional Design Project: Chess for Beginners 3. Name each chess piece, tell how you know, and describe (using words or arrows) the legal moves it can make. (3 points each) (A) Name ______KING________________

How do you know? ____tallest piece;_____cross on top_________

How does it move to capture pieces? 1 square in any direction

(B)

Name ________ROOK______________

How do you know? __________________ Looks like a castle How does it move to capture pieces? Horizontally and vertically as far as desired, but cannot jump over other pieces.

48

Instructional Design Project: Chess for Beginners

(C)

Name ________PAWN______________

How do you know? __________________ Smallest piece, rounded top How does it move to capture pieces? Moves forward on space, except on first move, and then can go two spaces. Captures diagonally.

(D) Name _________QUEEN_____________

How do you know? __________________ Second tallest piece, circular crown on top How does it move to capture pieces? Any direction as far as desired. Cannot jump over other pieces.

49

Instructional Design Project: Chess for Beginners

(E)

Name _______KNIGHT_______________

How do you know? __________________ Looks like a horse How does it move to capture pieces? L shape. Moves 2 squares horizontally or vertically, and then turns 1 square left or right. CAN jump over other pieces.

(F)

Name ______BISHOP________________

How do you know? __________________ Wears a hat with a slash in it; third tallest How does it move to capture pieces? Diagonally as far as desired, but cannot jump over other pieces.

50

Instructional Design Project: Chess for Beginners

4. Define checkmate. (1 point) __An inescapable attack on the king. A win. ________________________________________________________________________ _______________________________ ________________________________________________________________________ _________________________________

5. Define stalemate. (1 point) ___The king has no legal moves, as any move would put him in check. A draw or a tie. ________________________________________________________________________ ______________________________ ________________________________________________________________________ _________________________________

51

Instructional Design Project: Chess for Beginners

Works Cited
Landrum, R. E. (2011). Documenting the beneficial effects of student engagement: Assessing student learning outcomes. Promoting Student Learning, 251-257. Retrieved from http://www.apadiv2.org/ebooks/pse2011/vol1/51. Student Learning Outcomes.pdf McCullough, B. (2009). Checkmate: How chess improves math scores. Retrieved March 21, 2012 from http://www.rhodes.edu/16708.asp Shari, M. (2007). Free Chess. [photograph]. Retrieved from http://www.flickr.com/photos/hamsters/446893551/in/faves-68403819@N07/ Smith, P. L., & Ragan, T. J. (2005). Instructional design. (3rd ed.). John Wiley & Sons, Inc.

52