About Chess in Education at UTD

Educators are constantly looking for ways to improve students’ concentration, raise test scores, and add variety to the classroom environment. We believe one of the most powerful (and we think fun) methods for accomplishing all these goals is to take UTD's chess in the classroom course. At UTD, we are prepared to help educators realize all the potential chess has to offer in the classroom environment; whether by our top rated chess team, our chess club, or the graduate and undergraduate classes, we provide the tools teachers need to further their goals.

For more information, contact aroot@utdallas.edu, 972-883-2057.

Course registration and cost information is available at: http://www.telecampus.utsystem.edu/catalog/programs/programinfo/chess.aspx

Descriptions of Dr. Root's Chess in the Classroom I and Dr. Root's Chess in the Classroom II are available by visiting UT TeleCampus, http://www.telecampus.utsystem.edu/. From this main portal of UT TeleCampus, click on Programs/Degrees button, and the Programs and Degrees link, to find Chess in Education On-Line.

Course Descriptions

Chess I is designed for elementary teachers who wish to use chess examples to help students understand concepts in reading, math, and problem solving, and chess teachers who wish to incorporate additional academic and humanistic curriculum goals. Instructor: Dr. Alexey Root.

ED 4358: Chess I - Using Chess in Elementary Schools (undergraduate). 3 semester hours. This course provides a curriculum development model for chess. In this model, humanistic and academic goals for learners are addressed through chess. For learners, chess enables experiences of flow and competition. Chess may help develop an internal locus of control. By tapping into visual-spatial intelligence, chess makes accessible hierarchical reading and math concepts. Chess exemplifies how people solve problems.

ED 5344: Chess I - Chess in the Elementary School Curriculum (graduate) 3 semester hours. A consideration of methods for using chess to teach problem solving, math, and reading skills in the elementary classroom, based upon the curricular model developed by McNeil.

Chess II is designed in consideration of the cultural role of chess as a combination of game, art, sport, and science using the interdisciplinary methods of the arts and humanities. This course will also explore practical resources available from local and national chess organizations, foundations, and associations for teachers introducing chess into their classrooms. Instructor: Dr. Alexey Root.

ED4359: Chess II - Using Institutional & Cultural Contexts of Chess (Undergraduate). 3 semester hours. ED 4359 students give examples of the cultural role of chess as a combination of art, game, history, and science using the interdisciplinary methods of the arts and humanities. Students in ED 4359 analyze essays on chess in education. Each student's culminating paper proposes improving an existing chess program or developing a new chess program.

ED5345: Chess II - Institutional & Cultural Contexts of Chess (Graduate). 3 semester hours. ED5345 is an in-depth study of the history, art, game, science, and culture of chess. Students write their first paper on how cultural differences influenced the level of female participation in chess through the ages. Students assess research and choose funding opportunities for chess in education. Each student's final paper is a research-based proposal for integrating chess into a community institution.

STUDENT TESTIMONIALS

(from the Fall 2004 Semester)

Spanish and Biology teacher:

I hope it's OK to send this now. I loved the course. I learned so much about chess, chess clubs, and the history of chess. I feel I am becoming a better player and coach through the class. I have been stretched by reading materials that have really made me think about my life in general as well as my life as a chess player. I am referring mostly to the FLOW book, although the Gardner book was also interesting however I really enjoyed FLOW, DUMMIES and the FISCHER books the most. Honestly, I have to admit that I fell behind in some of the reading, but plan to finish when I have more time. One of the most encouraging aspects of the course was the constant and prompt feedback of the professor. I always received great insights from her critiques I hope to take the next course in the spring.

Resource Aide:

First of all let me say that this has been a very positive experience for an online course. This class was the fourth class that I have taken as a web-based course and I feel very positive about this course. Especially your level of input and the expectancy you have for your students and their success. I appreciate the "classroom" environment that you have set through this online class. That in itself takes a very special and knowledgable professor that cares about the knowledge passed on to the students.

UTD Senior:

I think I have cognitively grown due to chess and this class. Not only have I learned the game of chess, not completely, but I am much better than before, but I have learned so much more. I have learned that you can take something fun, like chess, and use it to teach almost anything, if you just get a little creative. Students seem to enjoy it much more, and big surprise, what they enjoy more they learn better. I think I have learned a lot of great applicable ways to intergrate activities like chess into the classroom.

UTD Master's student (and certified EC-4 teacher):

I learned so many things in this class, especially learning the chess game. I think it has benefited a lot. As I was reading the required books and going through these web sites that in the future, I decided to include chess in any class that I teach. It's really fun and educational. It also allows people to work effectively with others. I believe chess has to be included in any subject that the teacher wants to teach because chess is not just any game, it's an exercise to the brain just as walking is an exercise to body.

Retired person who taught chess to teachers:

I asked the teachers that I taught chess what they thought was something they learned or how did they grow through this experience. I felt so good when they told me that I created a safe learning environment for them. They did not worry about anyone laughing at them or making fun if they made a mistake. They found out that chess is fun and that their is a lot to learn. The teacher who is very shy has really come along way. She talks out the moves and discuses all the games we have played. We now have a regular group and it is fun for everyone.

UTD Senior:

First of all, I would like to say that this has been one of the most awesome teaching experiences in my life. I took 2 very young children the ages of 4 and 7, and I was able to help teach them chess, and I believe teach them a little about life. The 7 year old student of mine has shown an awesome increase in his reading, math, and writing. Before I began teaching him chess, he only knew how to count to 10, but now he is able to add and subtract and also count to 100. He is able to count money for me in the grocery store when it is time to buy candy or something like that. His teacher told me that he is at the top of his class with his reading comprehension and also his math. I think a little of that is because I have been working with him so much and trying to teach him these concepts of life and chess. My other student that is 4 years old is able to count to 50, read small words and very simple books, and he can also comprehend things better than he could before. He has retain a lot of information throughout this course and I feel that I have something to do with that. I feel so rewarded at the end of this semester that I have accomplished something, not only for myself, but also for my students. I think that everything in the class has been great. I love the way Professor Root takes the time to go through each of our assignments and actually give us feedback that we can use in life and in our lessons. She has made it very easy to become a teacher of students because she has set a great example. I think that everything should remain the same.

Substitute teacher:

I understand your feeling about seeing your students' growth. It is the reward for a teacher. I am glad that you have made a difference in your students' way of learning and thinking. I tutored Thinh, a fifth grader, thirty minutes every day. Thinh immigrated to the United States from Vietnam about two years. His lacking of English made him easy to get upset whenever I tried to teach him too much new English grammar and terms. On Friday, I used to let him play game such as rhyming bingo, numbers bingo. Lately, I taught him how to play chess instead. I showed him ranks, files and diagonals of the chess board. Then I explained to Thinh about the pieces and their power. At first, Thinh did not like playing chess. He complained the chess was confused and boring. He had a hard time to remenber all the basic concepts of chess and the rules of moving and capturing. I helped him to put the pieces on the chess board and we begin to play. Thinh moved the pieces anywhere without thinking. I always reminded him the rules of moving and capturing of each piece. At first, I bit him several times. Gradually Thinh moved his pieces more carefully and could remember most of the rules . Then, surprisingly he can even know how to 'check' and 'checkmate' after being checked several times. Thinh really liked to play chess now. He became more lively whenever we played chess together. Sometimes I used chess's concepts to enhance his math terms and concepts such as diagonals, right triangles, perimeter, vertical and horizontal lines. He said chess helped him to remember math concepts more easily. Thanks to Dr. Root's comment and feed back, I greatly benefited from this class. I found out the ways to use chess to teach math and facilitated student's learning through playing chess.

UTD Senior (student teacher):

I have learned a lot from this class, more than I actually expected that I would. Teaching three chess lessons to a student who knew nothing like myself, was a challenging task but a meaningful and learning experience. Not only did I see the student learn as I learned, but we had fun at it which was the goal. There were some obstacles along the way, but they were overcome with different routes which made it a memoriable experience. When I thought my lessons were good, Dr. Root made them better with suggestions that I would have not thought of. I have learned that chess, like many other subjects, is mastered when there is someone who will go the extra mile to show and explain the material like Dr. Root did. Thanks!!

Chess Parent:

I instructed a group of third grade students in a chess club this semester as I was taking this course. Not only did I feel as though I grew cognitively with a growth of knowledge about the game and a variety of teaching skills but my students benefited also. In particular, I had two boys in my group that I would have consider less advanced at the game in the beginning. With the help of ideas from this course I was able to incorporate and meet the needs of these particular students better. By the end of the semester they were able to share their ideas at the meetings more freely. They were also much more confident as players themselves. I think it really helped boosted their social skills in this area as well as their cognitive skills.