Arbitrary vs Necessary Knowledge

 

I can see how the difference between arbitrary knowledge and necessary knowledge can affect how and what a class learns. Arbitrary knowledge includes things students need to memorize because they are based on agreed-upon rules or labels. Necessary knowledge, on the other hand, involves things students can figure out using logic and what they already know.

 

I feel this practice must always first begin, as Hewitt discusses, by assessing what students already know and their level of understanding. Without this awareness, it will be very challenging to design the desired activities. It is interesting still,  that sometimes when attempting to gain necessary knowledge, it may be necessary to use arbitrary knowledge, especially labels and terms, the rationales for which were never given to students or don’t even exist.

 

I can begin to think of more ways I can include necessary knowledge into my lesson plans, especially while teaching Math. One area where I will try to implement necessary knowledge  in my lessons plan is geometry. I feel that geometry is often about instructional learning without the students every understanding why things are the way they are and how they got there. Whether the idea is related to angles, corners, sides, or otherwise, there are many activities that students can be assigned which can help them deduce rules and reach conclusions on their own. This practice will also help them retain the ideas, having understood how they got there and why things are the way they are.