FACILITATING VERSUS TEACHING BY DAVE MUNDY:
FACILITATING VS. TEACHING
Many of those who defend today's
"student-centered" education methodology like to
claim that "research" proves that students learn
best when they're allowed to "explore learning" on
their own. We could point out that much of that
"research" is done by the very people responsible
for changing the methodology of public education
from a traditional knowledge-based system to one
based on values and feelings -- in other words,
they're creating research to support the sale of
their "new" educational materials -- but what has
always struck me as odd is how the touchy-feely
teacher-as-facilitator approach never made it into
certain areas of education.
Like athletics.
I wonder why?
Imagine you're the coach of the local high-school
football team. It's Friday night and you're
getting ready to send the troops out onto the
field.
"Danny, I know you've never kicked off before;
even though Jake was an All-State kicker last year
and you haven't been at a single practice this
fall, I think it's important that you get the
chance to experience kicking off. Let's go get 'em,
Fawns!"
Danny's kickoff is returned for a touchdown. You
send Chuckie out to field the other team's kickoff,
and he fumbles it, but your team miraculously
recovers. You gather the offense on the sideline.
"Okay, I know that Blake is the quarterback, but
Poindexter is a member of an oppressed minority,
and he deserves the same chance as Blake. Go get 'em!"
"But coach, what play should we run?"
"Don't worry, something will come to you."
The offense takes the field and Poindexter, who's
never taken a snap in his life because he's a
5-foot-3, 280-pound guard, gets sacked for a
15-yard loss. You call time out and huddle your
offense.
"Okay guys, I know we have some ground to make up.
Let me ask you, how do you feel about losing 15
yards on the first play in front of everyone in
town? Do I need to contact the school district
lawyer to seek compensatory yardage?"
"Coach, we suck."
"That's not a proper attitude, Jerry -- unless of
course that is your preference, in which case you
should feel good about sucking. Okay, this time
we're going to run a pass play!"
"Which play, coach?"
"You'll figure it out, trust your feelings."
The likelihood of such a coach retaining his job
through the first quarter -- especially in Texas
-- is pretty slim. He's facilitating, not
teaching. Those kids aren't learning to play
football.
How do you teach football? You design plays. You
show those designs to your position coaches, and
all of you get on the same page about what the
play is designed to do. You then put that play
into a playbook and give it to the players. The
players study the playbook until they have
memorized it.
Then you put them on the practice field by
position and, from quarterback to end to guard to
running back, teach each player his role in the
play. You eventually bring all the positions
together to run the play in practice -- and you
run it, over and over, until the players do it
right.
Coaching football is traditional Type I
educational methodology: memorization of facts,
skills and drills, repetition until players KNOW
what they're supposed to do and can do it
unconsciously.
The same principles are used in Saxon Math and any
other number of other programs which have arisen
over the years in challenge to the education
establishment's focus on affective methodology.
Before the public education system in the United
States began implementing affective Type II
methodology in the late 1960s, America's public
education system led the world. With
outcomes-based education in place, we're now in
the 30s.
Maybe it's time to study a new playbook.