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Suspicious Solutions

January 17, 2017

Fifty-two weeks ago yesterday I had hip replacement surgery on my right side. My recovery was so speedy that most people outside the offices of the Michigan High School Athletic Association never noticed, and I was back to my normal activities and workouts very quickly.

But gradually during late summer and then dramatically in early November, my body reacted. It has been giving me pain from hip to foot on my left side, a limp I can’t disguise, and a metaphor for this message.

It appears that correcting one thing adversely affected another thing; and the second problem is much more painful than the first one was.

So-called solutions often have unintended consequences, worse than the original problem. For example:

  • Every expansion of the MHSAA Football Playoffs has had an effect opposite of what was intended. Each has added additional stress on local scheduling and league affiliations; and each expansion has increased the likelihood of repeat champions.

  • Seeding MHSAA Basketball Tournaments, seen by some people as a solution so that the best teams will square off later in the tournament trail, will have those same consequences – stress on scheduling and leagues, and more repeat champions.

  • Relaxing requirements for cooperative programs once seemed like a good thing, but now it is more frequent that schools take the easy route – sending their students off to play on another school’s team – rather than doing the hard thing – providing and promoting the sport themselves. The former provides far fewer participation opportunities than the latter – the opposite of the intended purpose for cooperative programs.

  • Charter schools and School of Choice policies were supposed to force schools to improve through competition, but this “solution” devastated neighborhood schools. These policies didn’t “empower” parents, they created estrangement between schools and communities.

I could go on. The point is, my limp is a reminder to be on the lookout for the new problems inherent in so-called solutions.

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:

  1. Teachers – not technology – should be the primary designers of students’ learning experiences.

  2. The experiences that teachers design should emphasize the social aspect of learning.

  3. The experiences that teachers design should be informed by learning science.

  4. 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.