Our Best and Brightest
April 12, 2015
The best two hours of each work year are those spent with the MHSAA Scholar-Athletes and their parents on the last Saturday of the winter tournament season.
This is a happy and pardonably proud group who epitomize the best of what our schools and school sports produce because of the giftedness of the student-athletes and their grit to maximize those gifts with the help of family and the faculty of member schools.
This year’s 32 recipients of $1,000 scholarships represent 22 of the 28 MHSAA tournament sports. The 32 recipients average 2.56 sports per person, and their average GPA is 3.95.
Five of this year’s class have won MHSAA state championships as individuals or members on a team. Nineteen of this year’s class have perfect 4.0 GPAs.
Over the years, 323 MHSAA high schools have been represented with scholarship winners; and this year, 10 students were first-time winners for their schools.
This is the 26th year of this program, underwritten since its inception by Michigan Farm Bureau, which has now invested $652,000 in MHSAA's scholar-athletes. The longevity and generosity of this sponsorship is Michigan at its best.
And these 32 students are among our state’s most precious resources for creating a better future for our state, nation and world.
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.