Teaching Methods / Proposed Outline
This topic is currently under discussion. Jared proposed this outline for a topic about new players (newcomers, curious cats and children), but after adding a chapter or two on teaching intermediate players it can turn into a good outline for HowToTeachGo in general.
1. The First Lesson
1.1. Which concepts are absolutely neccesary to start playing go?
1.2. Which concepts are advanced / semi-optional?
- Ko -> tapir: I never explain ko before it occurs in a game.
- Two Eyes -> tapir: When introducing living and dead shapes always put down all the stones, don't tell the learner to imagine stones which should be placed on the outside.
- Seki -> tapir: Seki is just horrible to explain. I would leave it to the first occurence in a game as well.
- Corner vs Sides vs Center -> tapir: this is one sentence to say before and once more after the first 19x19 game. But do you proceed this far in the first lesson?
1.3. Which concepts are completely optional?
- Joseki -> tapir: Never in the first lesson!
- Culture / History (optional but fun)
- Customs / Etiquette (optional and not fun for everyone)
2. Teaching Style
2.1. In which order should concepts be introduced?
tapir: A lot of concepts should be introduced when they become relevant (notoriously ko and seki). It helps the learning process and does not overburden pupils which too much dry weight to keep in mind in the beginning.
2.2. Should the "capture game" be used?
tapir: This depends, I wouldn't use it in a one to one setting. With lots of learners it can be a fun way to start right away without talking too much in the beginning.
2.3. How should the lesson be kept fun and interesting?
In teaching games (not reviews):
- Try not to kill large clusters of stones
- Keep the game close enough to give your opponent the idea that he can win
- Give enough handicap that your opponent does win and sees the handicap decreasing
- Play teaching games with an eye to presenting the learner with problems of an appropriate level
- Discuss big mistakes straight away and propose an alternative move and continue from there
- ALWAYS allow undo
- Remove time on the clock and let them think as much as possible
- Don't play with a clock in a face to face teaching game
- After a long sequence, go back and point out where it went wrong
- Dont finish a won game and propose to start a new one
- Admit and point out your own mistakes
with regard to interest & motivation:
Creating Conditions for Young Adolescents to Learn
Successful learning requires the following approaches:
- foster independence
- start with what they believe to be true
- make it relevant
- capture their imagination
- make it challenging
- focus on learning
- teach for understanding
- use assessment for learning
excerpt from [www.sofweb.vic.edu.au/mys/docs/conf/Conf2000.doc] (tderz)
3. Different Students
3.1. Teaching Go to Children
amadis: I would like to organize a go afternoon for children, but the idea is a bit terrifying. Any advice from people who are experienced at teaching go to kids? How would you organize such an event?
3.2. Introducing Go to Curious People
- Who may only have a few minutes
- Who may not like the game once you describe it *sigh*
3.3. How should teaching be adjusted to the student?
- How do students learn differently?
- Which parts of the game commonly confuse which classes of student?
- tapir: It is easy to confuse people with talking about eyes and liberties in the first lesson simultaneously. Maybe just talking about liberties and explaining the capture rule will do the work. Some may discover the concept of an eye themselves.
Dieter: This page has become idle. We should revive the How to teach go pages in general.