HHL - Themes

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What do I mean when I say ... learning by themes? (The "Building Block," or "Chaining" technique.)

A lot of people will think this is the same as number four above, but it is not. I cannot be very eloquent outside of chess, so I will confine myself to area of knowledge that I am an expert in. First you lay the 'groundwork' of (a both a very simple AND a very complex) an ending, say a KNIGHT + BISHOP (and King) versus a lone King. First you insure that the basic student has a fairly good grasp of the basic ideas of this ending. (To really Master it can take years!!!)

Then you begin to teach the student a "two-piece" combination. You show the aspiring player a whole series of relatively simple tactical sequences that are grouped together under a general heading of "Two or Three piece combinations." Then you expand this teaching thrust into the idea of using two or three piece attacks on the enemy King. (You are also using association now, the beginner will have to draw on the knowledge you have already taught him - or her! - and expand and draw that knowledge into a relatively new field.) Then you finish this whole conception by ending with several COMPLETE MASTER GAMES where these ideas are clearly evident.

This entire process could take 20-30 lessons - or more!!!, you would have to gauge your speed on student's individual ability to learn - and perhaps a span of time of a six months to a year. I will be going into this "building block/chaining" learning technique in much more detail later on!

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Another way I have used this method is in the endings. Talk about a Rook on the 7th Rank. Point it out when it happens in a training game. Build on this knowledge. Show them a few examples of this technique. (A Rook on the 7th rank ... ESPECIALLY In the ending!!) Get a book of basic R+P endings. Challenge the student to use this technique in his own endings. Show him famous examples of this in well-known master games. (Like Capablanca - Tartakower, New York, 1924.)

What I am trying to demonstrate ... is NONE OF THIS HAPPENS BY CHANCE! The teacher must be actively thinking along these lines in order for the student to make the connection.

(Much more on this topic later.)