MVPs
November 10, 2015
This is the time of year when postseason banquets are occurring at many schools to mark the end of the fall season. In many cases, a “Most Valuable Player” will be announced and honored.
The qualities of the MVP are usually apparent ... often the player who scored the most points, gained the most yards, or won the most races or matches. But that’s not always the case; and it shouldn’t be.
Sometimes the MVP is the playmaker, the blocker for the scorer, or the team’s most inspiring player who energizes others or improves a team’s chemistry or performance in ways that statistics can’t measure.
I think about Major League Baseball’s American League MVP in 1942. It was Joe Gordon. That season, he led the major leagues in errors, strikeouts and most times hitting in double plays. But still he was the league’s MVP.
Sometimes referred to as “Flash Gordon,” this second baseman, who played for the Cleveland Indians and New York Yankees, was renowned for his defense. And he should serve as a reminder that sometimes the MVP is not such an obvious choice.
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.