Misdirection
July 22, 2013
During the summer weeks, "From the Director" will bring to you some of our favorite entries from previous years. Today's blog first appeared May 22, 2012.
I often arrange my days so I can see their sunrises and sunsets; so I have seen more of them, and paused longer over them, than most people I know. But in spite of the large number I’ve seen, I still have some favorites.
Without question, my most memorable sunrise was observed this past January as I stepped out on the balcony of a hotel room in Panama City, cup of coffee in hand, and watched a huge, red-golden sun rise out of the Pacific Ocean. That’s right, the Pacific!
I was in one of those relatively rare locations in the world where the Pacific Ocean is located east of the Atlantic Ocean.
Nearby, great ocean-going ships were traveling east through the Panama Canal in order to reach their western destinations more efficiently.
And beneath the ocean surface, the trim tabs of the huge ships’ rudders were being turned to the left to help the ships steer right, and to the right to help the ships steer left.
Sometimes it is quicker or more economical or just more acceptable to go in one direction for awhile in order to reach an ultimate goal that’s in the opposite direction.
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.