The challenge facing teachers is to prepare a diverse set of students for later situations that are not only varied, but likely different from ones we can even imagine in our current time. As technology rapidly changes our world, our instructors are set with the task of attempting to make students ready for whatever that future world will throw at them. I would argue that teaching broad knowledge is the best way to do this. Those 8-year-olds could have any number of future professions and future situations. One of them might even take their kid to an aquarium as an adult. Teaching broad knowledge in the only way to prepare students for the broad world they are going to encounter.
While you may be frustrated that your child is in another “useless” unit, I would urge you not to let that feeling get passed to your child. In addition to the possible utility of the information, there is an abundance of research showing that students’ beliefs about the material they are learning is key to their ability to learn it. Showing excited and building self-efficacy is a much better strategy than complaining about curriculum design or teachers’ instruction (3).
And if, by some chance, that lesson in school really has no use for the student’s future life, there’s another important lesson happening. It’s also possible that one day in the future, that student may need to sit through a truly pointless meeting, one that does not affect them in any way. Wouldn’t it be great for them to have some practice appreciating the information set before them, trying to make it relevant to their own lives, or simply appearing engaged? Practice makes perfect, after all.
For a commentary on how prior knowledge helps students with reading comprehension, learning, and problem-solving, check out this awesome piece by Daniel Willingham.
