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Learning GO

Learning GO. Hal Larsson Sam Ogami. What is GO. Learning Problem. Programs of GO instruction lose the interest of novice players. The lack of a mental model in the Learn to Play GO (LTPG) book makes it difficult to learn GO

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Learning GO

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  1. Learning GO Hal Larsson Sam Ogami

  2. What is GO

  3. Learning Problem • Programs of GO instruction lose the interest of novice players. • The lack of a mental model in the Learn to Play GO (LTPG) book makes it difficult to learn GO • There are six chapters in the book before the central idea of territory is discussed in the game

  4. Learning Goals • Discover how students create cognitive models of GO and how this process can be facilitated

  5. Design Principles • C2 Sequences of Conceptual Development • The idea of territory is central to GO and is easily relatable to learners’ existing experience • How are student linking GO to other existing experiences • C3 Explicit Attention to Generality • Territory is as an organizing principle to playing GO • What other organizing principles are learners forming in the learning of GO

  6. Study • Two groups of ten middle school children • Groups A and B will follow a six-week course of GO instruction based on the first seven chapters of Learn To Play GO

  7. Study • Group A will follow a curriculum that follows the book linearly • Group B will follow the same basic structure with the following exception: the first week of instruction will cover the issues of territory introduced in chapter seven first

  8. Study

  9. Study • To collect the data based off of open end interview with the students and final project. • Data will be collected in these three ways: • Entrance interviews • Weekly interviews • Final project

  10. Weekly Interviews • What does this weeks lesson remind you of ? • Did something else you were doing this week remind you of GO? • How do you think the concepts of this week’s lesson relate to last week’s? • To previous weeks?

  11. What we are looking for in Interviews • Conceptual maps that use or describe GO. • The number of complexity of how they use GO in there answer • How are they relating current lesson to other concepts • How are they relating current lesson to previous lessons • How much are they engaged in GO

  12. Prospective Findings • We expect to find that group B will find GO more accessible than group A • With both groups we hope to find what other types of links learners are creating in there understanding of GO • With both groups we hope to find additional concept maps and schema that the learner are using to understand GO

  13. Design Solution • We hope to gather content that will help develop better cognitive models to teach GO • Develop a concept first curriculum for GO • Apply other age appropriate links that learners create when playing GO

  14. Questions

  15. Thank You

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