From: SalvaAC AOL COM Date: 19 mar 2001 Subject: Re: Colored pieces... hmmm... --part1_104.798aae.27e7fcc2_boundary Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Hi, > > As a learning tool, I think it's best to keep the number of colors down, and > only use colours where they are really needed and helpfull to help the new > . Most of my teaching has been with schoolage children - generally in the 10-18 year old range. I have a set that uses movement pictographs, but show them a set with the Kanji, give a bit of explanation as to what they mean and how to recognize them (The Gold has the big hat...) and they are actually more eager to play with the "adult" (i.e. standard Japanese) set than the learner's set. I help them remember the pieces, how they move, what they are, give them a handout, put them on a blackboard, have them play a game with just my king against their king, two golds and two silvers, to break them into new pieces slowly. Also forces them to look to see how to make their pieces coordinate with each other. This approach is not appropriate for teaching adults, and that's fine. But if anyone has occasion to teach children, I've found this to be successful and would be interested to hear other people's successes and failures. Sal --part1_104.798aae.27e7fcc2_boundary Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit Hi,

As a learning tool, I think it's best to keep the number of colors down, and
only use colours where they are really needed and helpfull to help the new
player see what piece he's looking at

.

Most of my teaching has been with schoolage children - generally in the 10-18
year old range. I have a set that uses movement pictographs, but show them a
set with the Kanji, give a bit of explanation as to what they mean and how to
recognize them (The Gold has the big hat...) and they are actually more eager
to play with the "adult" (i.e. standard Japanese) set than the learner's set.
I help them remember the pieces, how they move, what they are, give them a
handout, put them on a blackboard, have them play a game with just my king
against their king, two golds and two silvers, to break them into new pieces
slowly. Also forces them to look to see how to make their pieces coordinate
with each other.

This approach is not appropriate for teaching adults, and that's fine. But if
anyone has occasion to teach children, I've found this to be successful and
would be interested to hear other people's successes and failures.

Sal
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