Promoting Giftedness with Chess · a speciﬁc IQ, from the views of developmental psychology, education policy, ... Chess as inclusive offer improves the students‘ abilities of

Prof. Dr. Christina Schenz

Promoting Giftedness��with Chess ��

Or: Chess as inclusive-didactical approachto the diversity of human giftedness



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.��


1st thesis:��

People are not gifted,��they become so.��


A brief history of Giftedness: Nature or Nuture?


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


„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)


Male learning environments...

Female

Male

Proportion of students(percentages)


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:


„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:


2nd thesis:��

Inclusive promotion is more ��than the promotion of a

specific gift ��.��


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


But how is a teacher supposed to manage doing all this?


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


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)


3rd thesis:��

Chess can serve as a multiplier of ��promoting giftedness in schools.��


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)


Concentration ��strongly vs. poorly performing students


VERA 2006:��Maths twice as good as state-wide average


VERA 2006:��reading skills 3x as good as state-wide average


social skills and integratedness


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


That‘s the idea.��

Realizing it is the aim of the project.

Thank you for your attention

Promoting Giftedness with Chess · a speciﬁc IQ, from the views of developmental psychology, education policy, ... Chess as inclusive offer improves the students‘ abilities of

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