Slow to Seeding
April 11, 2016
While it is an inevitable topic of discussion, it is not inevitable that the MHSAA Girls and Boys Basketball Tournaments will involve seeding of any significant scope.
The fact that there was no seeding proposal even considered by the MHSAA Basketball Committee this year is indicative of two facts:
There are many people who are totally against seeding the MHSAA Basketball Tournaments; and
Those who favor seeding cannot agree on how to do it.
It is possible that someday there will be limited seeding that does not involve margin of victory or cause additional travel for participating teams – perhaps placing the top two teams of a geographic District onto opposite District tournament brackets, or perhaps seeding the four teams that reach the Semifinals in each class.
Proposals that encourage teams to run up scores during the regular season or send teams to Districts outside their geographic area and/or involve the Regional tournament level are less likely to win favor. And, of course, the devil is in the details of the criteria for determining which teams are better than others.
The MHSAA Representative Council has taken the position that if seeding is to occur in MHSAA tournaments, it will be considered on a sport-by-sport and level-by-level basis. While some MHSAA tournaments already have seeding at one level or another, the Council knows that seeding for some sports and some tournament levels of other sports may never be acceptable.
The MHSAA Representative Council is also wise enough to know that seeding is really not an important topic, at least in comparison to the compelling health and safety issues to which the Council has been devoting great time and money during this decade.
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.