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Current KASH
Current knowledge: The target audiences are school-aged students from second grade to high school. They have beginning-level knowledge of chess. The students have a primary knowledge of the game, yet struggle will the names of pieces, movement and capture, and basic tactics related to chess.
Figure 1.1
Intermediate-level students who have a commanding knowledge of the names of pieces, the movement, and capture, and a firm grasp of chess tactics fundamentals
Figure 1.2
Current attitudes: The current attitude of the target audience varies greatly. Some members of this group are passionate about the game, while others are reluctant participants as an opportunity to interact with their peers.
Desired Attitude is energetic enthusiasm. This means students want to learn the material. If the desire is not there, then the teaching process becomes more challenging
Current Skills: The target audience is 44% proficiency in skills. Since skill and knowledge are connected ideas in chess. Measurement of knowledge will also reflect a measure of skill
The desired skill level is 90% or greater. This means that on a simple ten-question assessment, students should get a score of 90 or 100 %. Currently, there is a 46-percentage points difference between the target group’s present score and their objective score.
Current habits: The target audience is indifferent to the game of chess. They often treat chess as a game of chance which means a participant is not in control.
The desired attitude that we would like to cultivate in the target audience is one of reflection and analysis. Reflection means reflecting on past actions with a focus on improving actions in the next game. Also, analysis is a detailed systematic approach to a problem or series of problems in which cause and effect, comparison, main idea, and inferences are all applied to gain a deep understanding of the game and its hidden processes.
Action Plan
The phase of the ADDIE process is called the analysis phase. In this phase, the problem of creating a solid foundational chess instructional unit is initiated. By utilizing the ADDIE Instructional design method and technology, first, the goals of this are identified and developed. For example, an assessment of chess fundament chess concepts is developed. The assessment should be composed of ten to fifteen questions. These questions are the individual objectives that need to be taught to achieve the goal of chess fundamentals master. The objective should cover board orientation, names of pawns and pieces, movement and capture, and basic tactics. While outlining these goals and objectives can be accomplished on paper, a computer makes the process easier because of its ability to store, share, and edit data.
In the next phase of the ADDIE process, the design phase, a sample group of middle-grade students are interviewed and complete an online survey on their knowledge of fundamental chess. Based on the sample group’s results, training will be designed, and materials selected to achieve the goal of mastery. In the developmental phase of the ADDIE process, which follows the design phase, Instructional strategies and materials are gathered and organized to achieve the outlined objectives. In the evaluation phase of the process, training is implemented and measured against objectives and goals.
Technical Requirements
Electronic tools are present throughout the ADDIE process. First, word processing software is used to draft questions about the goals developed for this unit. This portion of the process connects with “Assess Needs to Identify Goal” in the ADDIE process. Next, using computers, tablets, or phones, will provide access to an online host site such as blooket.com where students can participate in a knowledge inventory exercise. Students are also interviewed as a portion of the learner in context analysis. By completing the instruction analysis and the learner-in-context analysis, the design stage of the process begins. The next step in the ADDIE is the design process.
Designing includes writing performance goals. After the knowledge inventory exercise is completed and results are analyzed, each question from the inventory is connected to a skill or idea on the chess board. Next, assessment instruments are designed to target the specific skills or weaknesses identified in the knowledge inventory. The following two steps in the process are developing instructional strategies and choosing instructional materials. The final two steps in the process are designing and conducting several formative evaluations of the instruction, and, finally, conducting the summative evaluations of the objective. In every step of the ADDIE process, the computer is the easiest way to gather information and design context.
