ECOLOGICAL CHESS PROGRAMMING

TECHNICAL FOUNDATION:
WORKSHOP: CHESS
Ecological Chess, in a game that develops multiple intelligences based on the three dimensions of training by competencies that are thought
processes such as: concentration, memory, analysis, synthesis of problem solving, decision making, deep understanding, creativity and criticality in the
INTELLECTUAL dimension, as well as resilience, empathy, assertiveness, etc. in the EMOTIONAL dimension, and picking up, moving objects, time-
space, up-down, front-back, laterality, etc. as development of MOTOR skills, as comprehensive training with the practice of Andean values of social
inclusion and ecological awareness. Ecological Chess from initial, primary and secondary education is based on the didactic, conventional and
competitive recreational game respecting established rules, it is eminently educational, comprehensive and massifying, additional rules and games
have been created such as the giant field chess game; Three to fifteen members per team participate (unpublished), the co-regulated human chess
game with up to 16 players per team under the leadership of the king, table chess and other proposals to integrate. At the same time, unprecedented
teaching-learning methodologies are used at the levels of LITERAL, INFERENTIAL AND CRITERIAL reading comprehension, and logical
mathematical reasoning as a fundamental part of student training.
We are also working on the development of chess material, from the board, chess pieces in their different modalities, shapes, sizes and colors
such as giant field chess, human chess, table chess, puppets, costumes, songs, educational games, etc. . Using recyclable resources to avoid
environmental pollution, waste and encouraging creative productivity.
The chess workshop is designed with content grading based on the characteristics, interests and needs of the students from initial to
secondary level, ensuring that students capture, process, understand and create all types of information in a comprehensive, effective and relevant
manner. , at the same time it is being complemented with the active participation of parents, teachers and the educational community in general in
integrative activities to promote a sustainable culture within the educational framework and comprehensive development of students as
transformational leaders that our society so needs. region and country.
For the ecological chess workshop, a competition called DEVELOPMENT OF UNDERSTANDING AND AUTONOMOUS ATTITUDE has been
created; which allows you to feel, think and act coherently when solving problems as part of daily life, in addition the capacities were diversified based
on the national DCN. Currently it is possible to adapt it to the new National Curriculum so that it is sustainable.

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GENERAL STRUCTURE OF THE WORKSHOP: ECOLOGICAL CHESS WORKSHOP

DEEP UNDERSTANDING OF CHESS DEVELOPMENT OF ATTITUDE AND

AUTONOMOUS THINKING

CHESS BOARD AND PIECES HISTORY OF GAME MATERIAL

CHESS PREPARATION

FAMILIARIZATION
T.A SOLID WASTE
INDIVIDUAL AND TEAM
. ROWS SEGREGATION
TIMELINE
BLE DIAGONAL

R.O COLUMNS ATTACK AND DEFENSE

CHESS DIDACTIC
STRATEGIES MATERIAL
AN. ALGEBRAIC
CHARACTERS
AND FACTS
FAMILIARIZATION
CHECK AND MATTE
NAMES
PI
MOVEMENTS
AND
POSITION BOARDS
ZAS
WORTH

COR. OF PAWN
TROUBLESHOOTING
CASTLING

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 INTEGRAL FORMATION
GENERAL CONTENTS OF CHESS FOR PRIMARY:
The practice of ecological chess in primary educational institutions that have workshops for the first time, the following contents
are proposed, regardless of ages, since the grading of the contents is subject to the individual development of the students.
The contents can also be integrated or related to the competencies and capabilities of the national curriculum, to formalize
programming or planning.

 integrative activities, norms of
coexistence.
 Entrance evaluation
 Familiarization with the chess board
and pieces.
 The board: domain and position,
directions on the chess board, row,
column and diagonal .
 “Eat Eat” game
 Recreational activities and evaluation.
 . Names, location and movements of
chess pieces: Knight, Rook, Pawn,
Bishop, King and Queen.
 Parts value
 Check and Mate the King  Algebra notation.
 Check “Shepherd”.  “Eat Eat” game
 “Crazy” Check  Troubleshooting level I:
 The drowned  Mate in one with a rook.
 Recreational activities and evaluation  Recreational activities and
 Special moves evaluation
 Pawn Crowning.  Troubleshooting level I:
 Capture on the Move  Mate in one with queen.
 Short and long castling with rooks and  Mate in one with bishop..
king  Making a giant field and table
 chess board and pieces
using recycled materials.
.

ORGANIZATION OF LEARNING

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 SESSION APPROPRIATE CAPABILITIES INSTRUMENT
I LEARNED WORKSHOP CONTENT ACHIEVEMENT EVALUATION
ZAJE INDICATORS
Integrative activities
We know each other Adapt assertive behaviors to create a Cooperates in a friendly Observation
to integrate climate of integration among colleagues manner with his colleagues Guide.
to get to know others
Let's get to know our Provides prior knowledge of chess in entry
prior knowledge evaluation. Entry test Mark and write facts you Written test
know in the entrance test
We get familiar Discover the elements of the board and the
with chess board chess pieces individually and as a team. Familiarization with Identify board elements and Observation
and pieces the chess board and chess pieces Guide
pieces
We dominate the Relates the elements of the chess board in
chess board its different modalities, demonstrating The board: Domain Express through the game Observation
interest. and position the dominance and position Guide.
of the chess board.
.Correctly paint the rows,
We master the rows, Compare and differentiate the columns, Chessboard columns and diagonals in Observation
columns and rows and diagonals of the chess board Directions: the chess board drawing Guide.
diagonals of the individually and in teams Row, column and
chess board diagonal
Names of chess Select the chess pieces
We know the names pieces: Knight, rook, according to their names Observation
of the chess pieces Classify the chess pieces according to their pawn, bishop, king and characteristics. Guide.
name. and queen

We place the chess Find the correct square on

pieces on the board . Discover and place the chess pieces on the Location of chess the board for the correct Observation
board according to the rules. pieces on the board placement of the chess Guide.
pieces
We remember the Handles information and presents with Explain the main events in Observation
history of chess satisfaction the main facts of chess legends History of chess. the history of chess. Guide.
and stories.

We make the giant It relates and segregates solid waste to

chess board and make a chess board and pieces, avoiding Giant chess making. Select recycled materials to
pieces environmental pollution and expense. make a chess board and Observation
pieces Guide.
We play and fight Differentiates pawn movements when Moves pawns in column
with pawns advancing and capturing pieces Movement and pawn when advancing. Moves Observation
capture pawns diagonally when Guide.
capturing pieces.
4 Value of chess Identify chess pieces from
Compare the value of the chess pieces, pieces highest to lowest value
Let's know the value according to their ability to move and Queen 10 points, when playing Observation
of chess pieces effectiveness for the game. rook 05, knight 03, Guide.
bishop 03, pawn 01,
STRATEGIC METHODOLOGICAL FRAMEWORK
METHODOLOGICAL STRATEGIES:
The methodological strategies will be aimed at:
 Generate favorable environments for the development of learning.
 Promote new study techniques, such as teamwork, to encourage cooperative learning.
 Guarantee the teaching of specific techniques and skills in the area, from curricular planning.
 Use educational materials and information and communications technologies as support for the generation of new learning.
 Promote globalization and articulation between different areas.
 Promote attitudes that favor student learning in the classroom, improving their own talents, ingenuity and creativity to take
advantage of the resources available to them.
 Apply various teaching strategies in the development of learning sessions; such as: Exhibition of activities; demonstrative
experiments, expository classes, bibliographic exploration, discussion in small groups, field work, use of concept maps, etc.
DIDACTIC RESOURCES:
Various teaching resources will be used, such as:
 Reality: Physical-natural spaces; historical, scientific elements; Peruvian customs; institutions;
 Multisensory: real objects; visuals: printed material, flipchart, blackboard, transparencies, posters, murals, physics texts;
 Audiovisuals: videos, Internet.
 Auditory: spoken word.
 Multimedia cannon

EVALUATION TECHNIQUES AND INSTRUMENTS:

Methodological strategies Didactic resources

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 Instruments
Animation : sayings, boats, talking with Conventional material: Checklist
numbers, who started the movement?
Modules
General analysis : brainstorming, poster, Observation Guide
flipchart, sayings. Schedules
Abstraction : figures, objective and subjective Attitudinal guide
Teaching units
description, chain of associations, efficient
reading. Sessions Written evaluation
About organization and planning : puzzles,
Graphic sheets Rating scale
removing obstacles, people ask, let's look
further. Audiovisual material
Expert intervention : symposium, panel, Attitudinal scale
Projectable still images (photos): slides,
round table, public dialogue or debate,
photographs. Qualified practice
interview.
Sound materials (audio): cassettes, records,
For discussion . Guided debate, forum,
radio programs...
dialogue, cabinet discussion, phillip 66
Audiovisual materials (video): audiovisual
In depth: workshop, seminar, role play, case
montages, films, videos.
study.
Recycled materials
Others: collage, pantomime, sociodrama,
diagrams and maps.

V. BIBLIOGRAPHY:
TEACHER

 Sergey, I. (2006). Manual of chess combinations. Russia.

 Socas, M. (2001). Research in Mathematics Didactics via Competency Models. A study in relation to Algebraic Language.
Department of Mathematical Analysis. University of La Laguna.
 Xabadu. (2009) How to play chess http://www.comolohago.cl/como-jugar-ajedrez-
%E2%99%96%E2%99%99%E2%99%98%E2%99%97%E2%99 %95%E2%99%94/

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