This document provides an overview of lessons and activities for a curriculum unit on critical lessons. It includes discussions of shifting paradigms in curriculum models from traditionalism to progressivism. Participants are prompted to consider where various approaches like constructivism and behaviorism fit within those paradigms. Two polls and a simulation activity are outlined where participants must design a curriculum for colonists starting a new civilization on a new planet based on key principles. The document emphasizes identifying critical lessons that should be taught to students and how to integrate them into the curriculum in an Alberta context.

1. Curriculum:
Critical Lessons for our Times
Week #3: Synthesis of New Knowledge

2. Shifting “Curricular”
Paradigms
Traditionalism
Progressivism
1. Where do you put “constructivism” and “behaviorism”?
2. Where would you put “junior high philosophy” and “middle school
philosophy?
3. Where would you put “teacher directed curriculum” and
“student directed curriculum”?
4. What have been the patterns in Canada’s history?
5. Where are we in Alberta? The rest of the World?
6. Where would you put “YOU”?
7. Thinking Differently for the Future: Sir Ken Robinson
http://www.youtube.com/watch?v=zDZFcDGpL4U

3. Nel Noddings Critical Lessons
What should our schools teach?
We cannot solve our problems with the same thinking
we used when we created them.
***Albert Einstein

4. Who Loves Math?
Why Math Instruction is Unnecessary

5. Poll Everywhere:
Poll #1

6. Poll Everywhere:
Poll #2

7. Simulation: What if?
• Bad News: Due to years of ignoring the warnings of impeding
catastrophe due to global warming, the Earth is collapsing in a
series of extreme weather in the form of blizzards,
hurricanes, drought, floods, and destructive tornadoes.
• Good News: You have been selected to join a blended team of
scientists, geologists, philosophers, medical personnel, and yes,
even politicians to venture to a new “Earth-like planet” to set
up our first interplanetary colony. We will have approximately
10,000 people including families and children.
• Because of your expertise in curriculum foundation and inquiry,
you have been chosen as our education team to devise a new
curriculum that will be used for teaching the new children of
our first colonists, as well as all of the future children that
will arrive.
• Design a curriculum that is based on five key principles
(subjects, topics, structure, delivery, content, etc.) that will
honor our past, and guide our future success. Good luck
citizens – you have five minutes to accomplish your mission.

8. Critical Lessons for our
Times
• What are the critical lessons we need to
teach our students today?
• Where is the place for teaching critical
lessons within our curriculum?
• What is the best way to do this?
• How do we treat this in an “Alberta”
context?
• Why should we (if we should) integrate
critical lessons into our curriculum?

9. Stage 4: Plan Learning
Activities and Instruction
Unit Lesson Opener
EDES 340 Presentations

12. Planning Learning Activities:
Think WHERETO:
W
Where are we
going? Why?
What is
expected?
O
How will we
organize and
sequence the
learning?
H
How will we
hook and hold
student
interest?
WHERETO
T
How will we tailor
learning to varied
needs, interests,
styles?
E
How will we equip
students to
explore and
experience?
R
How will we help
students rethink,
rehearse, revise,
and refine?
E
How will students
self-evaluate and
reflect on their
learning?

13. Do your plans honor all of the multiple intelligences?

14. Aim for the Bottom of the Pyramid

15. Do your plans honor the best instructional strategies?
The
Engagement
Cube

16. Do your plans honor the best instructional strategies?

17. Designing the Instructional Unit:
Outcomes
Content
Instructional
Strategies
Learning
Product
Intelligence/
Learning Style

19. Curriculum:
Critical Lessons for our Times