promoting giftedness with chess · a specific iq, from the views of developmental psychology,...
TRANSCRIPT
Prof. Dr. Christina Schenz
Promoting Giftedness���with Chess ���
Or: Chess as inclusive-didactical approachto the diversity of human giftedness
Prof. Dr. Christina Schenz
Prof. Dr. Christina Schenz
Three theses:���Students are not gifted, but they become so.���
inclusive promotion is more ���than the promotion of a specific gift ���
Chess can serve as a multiplier of ���promoting giftedness in schools:���
presenting results from research in schools.���
Prof. Dr. Christina Schenz
Ziegler, 2005
Gifts develop dynamically, individually, and over the course of one‘s whole life:
ENVIRONMENT
Personal targets
Subjective space of action
Objective skills of action
Real events
LONGLIFE
Action space of the individual
Prof. Dr. Christina Schenz
„Late bloomers“, „abnormal“ and „normals“ geniuses���
Paul Potts Rüdiger Gamm Albert Einstein
Weak students and/or non-conducive school environment
Temple Grandin Marie CurieThe unkwnown others(prob. a girl)
Prof. Dr. Christina Schenz
Male learning environments...
Female
Male
Proportion of students(percentages)
Prof. Dr. Christina Schenz
Giftedness
is a dynamic process of interactionbetween the individual and its environment,
is not present at a specific point in time, not in all children, and not in the same form
doesn‘t develop in a linear and immediate fashion.
This means: promoting „only“ the already visibly and highly performing turns
down the not-yet-visibles – the promotion of giftedness has to be done on suspicion.
Intermediary result:
Prof. Dr. Christina Schenz
„Under these circumstances it would be a complete failure to focus the
promotion of giftedness onto a small, rigidly defined group of children with
a specific IQ, from the views of developmental psychology, education policy,
and pedagogics of the individual. It would be an equally objectionable failure,
and deeply unjust, to NOT support a specific group.“(Weinert 2001, p. 28)
Conclusions for education:
Prof. Dr. Christina Schenz
2nd thesis:���
Inclusive promotion is more ���than the promotion of a
specific gift ���.���
Prof. Dr. Christina Schenz
3 Principles of promoting giftedness in schools: ���
ALL students through ALL of their time in school
are on „suspicion“ (inklusive),
includes ALL subjects, not only special classes (integral),
relates to ALL gifts and will not necessarily lead to
high performance in all students, but might „only“ lead to their
being able to assume self-responibility for their gifts
Prof. Dr. Christina Schenz
Self-determined learning:A missing link between inclusion and developing Giftedness
Concept Self regulated Learning
Teacher submits ways
Common goals
ConceptTraditional providing
Individual goals
Teacher offers ways
Aquiring knowledgeProviding knowledge
Evaluation by teacher Evaluation by student
Mechanics of teaching and self-regulated learning
Prof. Dr. Christina Schenz
variation of space, time, partner, depth, and content(no „add-ons“)
e.g. using the ‚Enrichment Model‘ (Renzulli/Reis 2001):
Learning opportunities anged by development
Tools forSelf-regulated learning
Monitoring, but autonomous projects
base class Grouping by interests and gifts
Model of self-regulated talent-developing, (Schenz 2014, based on Renzulli)
Prof. Dr. Christina Schenz
3rd thesis:���
Chess can serve as a multiplier of ���promoting giftedness in schools.���
Prof. Dr. Christina Schenz
School chess trial Trier
Chess as inclusive offer improves the students‘ abilities ofself-regulated learning and promotes giftedness
and
• increases perceptiveness and concentration• develops subject-specific and –unspecific mental structures (writing and reading strategies, maths skills, spatial reasoning)
• furthers social attitudes in class• furthers meta-cognitive skills (systematic thinking and scheduling)
• improves strategies of interest development
(Studie Schulschachstiftung 2014)
Prof. Dr. Christina Schenz
chess as core element of promoting giftedness���(Schenz, 2012)
Promoting giftedness fits perfectly with the Standards of competence in curicula
Learningstrategies
provoke giftedness
shapeinterests
promote strategies
promote provocation
project
building expertise
Reasoning and Argrumentation
Realizing and Recognizing
Communication andpresentation
Autonomous learning andcooperation
Acting and carrying out
Reflecting and Prooving