thing like that (my memory might be a bit dim about the facts of this). This might be a common element in a professional chess player or teachers practice, but it was new to me.
|Start simple with few pieces and build up some confidence. All students could get this kind of setup.|
|Chunk information and look for relationships. Introduce more complexity to the puzzles.|
|Identify patterns and visualize preceding events (what opening did white begin with?)|
|Recognize relationships between pieces and the board (my mistake was another lesson, white has an extra knight )|
|Recognizing consequences of exchanges. Students were able to remember boards like this by the end of one week.|
1. chunk information into similar groups (on the board).
2. identify relationships (between pieces and between pieces and the board).
3. identify patterns (e.g., bishops side by side, castled kings, etc.).
4. visualize preceding process (i.e., how the pieces moved to get to where they ended up).
5. visualize subsequent process (i.e., what the pieces will do next).
6. recognize consequence (e.g., checkmate in one).
When I listed these ideas on the dry board, students immediately recognized how they might better study for all their classes. And Tanya exclaimed, "We should do this every day."