Integrated Learning
July 1, 2016
One of the positive aspects of life that school sports and other after-school activities do better than most everything else is to build a sense of community. Another is to teach teamwork. And both are mostly missing in the world of individualized, online learning.
It sounds good to advocate for personalized, learn-at-your-own-pace “curriculum” (one can hardly call it “instruction”), but that model misses so much of what education is supposed to help a civilized society accomplish.
Benjamin Riley, founder and executive director of Deans for Impact (deansforimpact.org), makes this point in his May 18, 2016, Opinion on EdSurge (edsurge.com), “Bursting the ‘Personalization’ Bubble: An Alternative Vision for Our Public Schools.” Mr. Riley advances four principles:
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Teachers – not technology – should be the primary designers of students’ learning experiences.
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The experiences that teachers design should emphasize the social aspect of learning.
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The experiences that teachers design should be informed by learning science.
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Teachers should primarily use technology to identify social learning opportunities.
Mr. Riley concedes that these four principles are just a sketch – an outline for a different conversation than that which currently dominates education reform. “But there is one point on which I’m unyielding,” Riley writes: “We begin to forge the character of our country in our public schools. At a time when I feel our nation pulling further apart, I hope we start thinking and talking more about how we might move closer together, and promote the integration – rather than the personalization – of our learning experiences in public education.”
It is not Mr. Riley’s point, but it is mine, that school sports – including the requirement that participants be full-time students in the schools they represent on interscholastic sports teams – promotes the integration of the learning experience which is critical to shaping the character of our country.
The integration we speak of is developing the whole child through direct interaction daily with a diverse student body and a wide variety of curricular and extracurricular activities. This builds students, schools and society.
The Power of the MIAAA
March 15, 2018
Athletic directors from all corners of Michigan are gathering this weekend for the annual conference of the Michigan Interscholastic Athletic Administrators Association. This MIAAA might be the most powerful organization of its kind in the USA.
The MIAAA is powerful in its professionalism, in its commitment to ongoing professional training for its members.
Michigan has ranked consistently among the top states in the number of NIAAA Leadership Training Courses completed by interscholastic athletic administrators. The MIAAA attracts a higher percentage of its members to its annual conference than most states. And the MIAAA also conducts a smaller workshop for its members in late June and a leadership academy especially for newcomers to the profession early each August.
The MIAAA is powerful in its partnerships, most of all in its connections to the Michigan High School Athletic Association. Most of the MIAAA’s board meetings are in the MHSAA’s facility. The majority of the MHSAA’s Representative Council are MIAAA members. Many MHSAA staff participate in MIAAA programs, and many MIAAA members serve on MHSAA committees. There is a powerful synonymy as we pull in the same direction to serve school sports in Michigan.
This winter, as we watched a member school go off the rails over a transfer student’s eligibility, we were given a reminder of the power of professionalism and partnerships in the conduct of both personal and corporate affairs. While poison spewed from that school and two celebrity attorneys, the MHSAA kept a low profile and stayed on the high road. We worried less about defending ourselves and more about encouraging others to defend the policies and procedures they had adopted for school sports in Michigan. As usual, the MIAAA and many of its individual members led the effort.