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Curriculum Guide for Go In Schools


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Curriculum Guide 242



Curriculum Guide for Go In Schools


by


Gordon E. Castanza, Ed. D.


August 31, 2011


Published By:


Rittenberg Consulting Group

7806 108th St. NW

Gig Harbor, WA 98332

253-853-4831

Table of Contents




Acknowledgements 5

Purpose and Rationale 6

About this curriculum guide 8

Introduction 10

Overview 11

Building Go Instructor Capacity 12

Developing Relationships and Communicating with the Community 13

Using Resources Effectively 13

Conclusion 13

Major Trends and Issues 15

Stages of Go Curriculum Development 15

Benefits for the school and your students 17

Procedures for Go Curriculum Development, Integration, and Alignment 18

About the author 18

Go Curriculum Resources 19

Electronic Resources 19

Print Resources 20

The Curriculum 24

Beginning Curriculum 24

Advanced Curriculum 26

Basic Equipment & Teaching Materials 28

Nice Things to Have 29

Organizing a School Go Club 31

Introduction 31

Why Start a School Go Club? 31

How to Get Started 32

How to Recruit Instructors 32

How to Recruit Student Players 33

Logistics of Organizing a School Go Club: Where, When, and How Often? 34

Basic Equipment and Teaching Materials 35

Club Management 35

Advantage of a Club Rating System: Motivation 35

Activity Level of Go Club: Participate in Tournaments or Not? 36

Advantages of American Go Association (AGA) Membership 37

How to Finance Your Club 37

Contacting Other Go Instructors 37

Some Closing Thoughts: Key Ingredients for a Successful Club 37

Think Like a Stone: Go Club Manager 39

Your First Lessons in Go 40

Curriculum Scope & Sequence for Teaching Go In Schools 41

Magic Formulæ 44

Trends In Go Instruction 45

Appendix A 46

Model Lesson Plan 46

Appendix B 48

State of Washington Essential Academic Learning Requirements 48

The Arts 48

Communication 55

Health and Fitness 62

Mathematics 68

Reading 80

Science 81

Social Studies 92

Writing 114

Appendix C 124

State of Alaska Student Content Standards 124

Arts 124

English/Language Arts 126

Geography 129

Government and Citizenship 132

History 135

Mathematics 137

Mathematics Performance Standards 139

Content Standard A2: Measurement 140

GLOSSARY 151

Science 160

Skills For A Healthy Life 163

Technology 165

World Languages 167

Appendix D 169

Standards for Alaska’s Teachers 169

Appendix E 172

Standards for Alaska’s Schools 172

Appendix F 173

Alaska’s Standards for Culturally-Responsive Schools 173

Cultural Standards for Students 173

Cultural Standards for Educators 174

Cultural Standards for Curriculum 176

Cultural Standards for Schools 177

Appendix G 180

Washington State Pedagogy Assessment 180

Appendix H 191

Bloom’s Taxonomy 191

Appendix I 193

Dimensions of Thinking Model 193

Developmental Relationships in Thinking 193

Appendix J 194

Gardner’s Multiple Intelligences Theory 194

Appendix K 197

Given’s Natural Learning Systems of the Brain 197

Appendix L 198

Go Terms 198

Appendix M 238

Diagrams of Go Terms 238

Example from joseki 239

Appendix N 241

Game Recording Form 241



Acknowledgements


I wrote this curriculum guide for Go based on the experiences and the insights that I gained as a classroom teacher, a principal of a school, a central office administrator, and as a superintendent of schools. Many educators shared generously with me their expertise in curriculum development. To these administrators and teachers, I appreciate your enthusiasm and your generosity. I also congratulate you on the excellent work you have done to improve teaching and learning, and for your courage to pave the way for others.

I would like to acknowledge Dr. Carolyn Chapman, professor emerita of educational leadership at the University of Nevada, Reno for her patience and guidance during my career as an educator.

I am indebted to the work the following educators have provided insights into the area of brain research in education and the various theories they have developed based on findings in neuroscience: Eric Jensen, Barbara Given, Patricia Wolfe, Robert Sylwester, and John Barell. I also acknowledge a debt to the theoretical and philosophical projects of Richard Dawkins (Dawkins 1976), Antonio Demasio (Damasio 1994), Daniel Dennett (Dennett 1991), Julian Jaynes (Jaynes 1976), Stephen Pinker (Pinker 1997), and John R. Searle (Searle 2004).

I used SmartGo Player® for making all of the illustrations of board positions.

Finally I would like to thank other Go educators for the insights they provided for me to create this document. Among these Go educators were Sensei’s Library (http://senseis.xmp.net/), Milton Bradley, Bill Cobb, Sasha Orr, Susan Weir, Janice Kim, Jeong Soo-hyun, Kyung-Hee Ballard, Ma Dong (6d), Dr. Steve Stringfellow (6d), Jon Boley (5d), Kano Yoshinori, Ikuro Ishigure, Toshiro Kageyama, Yasutoshi Yasuda (9d), Li Yi (1k), Otake Hideo, and Jie Li (7d). I extend special recognition to the following Go players who assisted me in gathering information about the print resources for Go on page 19 and following:

Electronic resources:

Mike Malveaux (Tacoma Go Club), 6k; Dennis Wheeler (AGA) 13k; Mike LePore (AGA) 2d.


Print Resources:

Mike Malveaux (Tacoma Go club) 6k; Dennis Wheeler (AGA) 13k; Mike LePore (AGA) 2d.




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