EIS THEORY OF KNOWLEDGE : TEACHERS GUIDE
2011 - 12
CONTENTS
1. INTRODUCTION Page 3
2. TOK PROGRAMME Page 3
3. TOK TEACHING AT EIS Page 4
4. INTEGRATION Page 6
BIBLIOGRAPHY Page 7
APPENDIX Generic TOK Schemes of Work Page 8Learning Journal Assessment Form Page 20Class Discussion Assessment Form Page 21Essay Presentation Form (not for final assessment) Page 22Presentation Assessment Form (not for final assessment) Page 23Foundations of Learning Self-evaluation Form Page 24
1. INTRODUCTION: Theory of Knowledge (TOK) is a course in interdisciplinary and critical thinking and a central part of the IB Diploma programme. Students who do well in both TOK and Extended Essay are awarded up to three extra diploma points, whereas those who fail in one of these components also fail their IB Diploma no matter how good their other grades.
TOK is a subject that should be part of all IB teaching. At BIS subject teachers can help to make the TOK programme more interesting by contributing as guest lecturers. For example, a physics teacher could teach a unit on natural sciences explaining the use of scientific method. Guest lecturers will be given support material and their lessons will be covered if they have lessons at the time of TOK lessons.
Critical and interdisciplinary ‘TOK thinking’ can also be integrated to normal lessons by asking students to think closely about justification of theories, evidence and arguments. Teachers can also make effort to offer ideas for different TOK essay titles.
2. TOK PROGRAMME
Programme Overview
Ways of Knowing; emotion, reason, perception and language are the ways we acquire, understand and communicate knowledge
Areas of Knowledge; Natural Sciences, Human Sciences, Mathematics, Arts, History and Ethics represent the content of knowledge
Objectives
§ demonstrate an understanding of the strengths and limitations of the various Ways of Knowing and of the methods used in the different Areas of Knowledge
§ demonstrate a capacity to reason critically
§ make connections between and across Ways of Knowing and Areas of Knowledge
make connections between personal experience and different Ways of Knowing and Areas of Knowledge
§ demonstrate an understanding of knowledge at work in the world
§ identify values underlying judgments and knowledge claims pertinent to local and global issues
§ demonstrate an understanding that personal views, judgments and beliefs may influence their own knowledge claims and those of others
§ use oral and written language to formulate and communicate ideas clearly.
Final Assessment
§ External Assessment (40 marks): TOK essay written on one of the prescribed titles
§ Internal Assessment (20 marks): A presentation to the class (approximately 10 minutes per candidate) with written self-evaluation report (based on the presentation)
3. TOK TEACHING AT EIS
Teachers
Name / Role / ResponsibilityS. Natale / Co-ordinator / Gr. 12 – Gr. 13 Final Assessment
S. Pernasilici / Teacher / Gr. 12 – Gr. 13 Final assessment
A. Ronco / Teacher / Gr. 12
N. Chakar / Teacher / Gr. 12
R Kamath / Teacher / Gr. 13 Final assessment
S Kinderman / Teacher / Gr. 13 Final assessment
Lessons
§ Gr.12 Monday period 4 and Wednesday period 5
§ Gr.13 Tuesday period 5 and Wednesday period 6
Objectives 2011 – 2012
§ For all TOK teachers to have IB training
§ To establish a digital resource base on wikispace.com
§ To create a TOK library corner with videos, books and TOK essays
§ To organize TOK workshops for parents, teachers and Management
§ To organize a TEDxYouth event
§ To reach the following results in May/June 2012: 65 % A – C rate.
Assessment for EIS reporting
Term grades are determined by calculating average based on
o Students’ participation in class discussion is assessed by the teacher using Class Discussion Assessment Form (p21)
o Students’ learning journals are assessed by the teacher using Learning Journal Assessment Form (p 20)
o Students’ presentations is assessed by peers and the teacher using the
Presentation Assessment Form (p 23)
o Students’ essays are assessed by the teacher using TOK Essay Assessment Form (p22)
o CATs
CATs
Assessment / Date / Components – Gr 12 / Components – Gr 13CAT 1 / Nov 2011 / Spot the KI / Essay plan
CAT 2 / Mid-year/Mock exams / Short presentations / 50% Essay draft + 50% Class discussion
CAT3 / Feb 2012 / 50% Journals + 50% Class discussion / 50% Journals + 50% Class discussion
CAT4 / TBC / Presentation planning doc
Term 1 / 16 Dec 2011 / 50% CAT 1 + 25% Journals + 25% Class discussion / 50% CAT 1 + 25% Journals + 25% Class discussion
Term 2 / 5 April 2012 / 50% CAT2 + 50% CAT 3 / 50% CAT2 + 50% CAT 3
End of year / 21 June 2012 / 35% (Term I) + 35% (Term I+II) + 30% (Presentation planning doc) / 35% (Term I)+ 35% (Term I+II) + 30% (Essay draft)
Foundations of Learning
o Each term students will also do a self-evaluation on their progress by using the Foundations of Learning Self Evaluation Form (p. 25)
TOK grade Boundaries
80% PLUS / 770-79% / 6
60-69 % / 5
50-59 % / 4
40-49 % / 3
20-39 % / 2
Programme 2011 – 2012
§ Year 12 details are as follows
Wk /Day
/ Date / Topic /Teacher / room
1 / Thur / 15 / Sept / TOK diagram: Knower, WOK’s, AOK’s. / SNAx16 / AR
HS24 / SP / NK
HS
2 / Thur / 22 / Sept / Knower, knowledge claims, sources / SC
3 / Thur / 29 / Oct / Knower, knowledge claims, sources
4 / Thur / 6 / Oct / Knowledge issues
5 / Thur / 13 / Oct / UNIT 1: sense perception
6 / Thur / 20 / Oct / sense perception
7 / Thur / 27 / Oct / sense perception – CAT 1
8 / Thur / 3 / Nov / UNIT 2: Reason and logic
9 / Thur / 17 / Nov / Reason and logic
10 / Thur / 24 / Nov / UNIT 3: Language
11 / Thur / 1 / Dec / Language/ Retreat – Intro presentations – CAT 2
MID YEAR EXAMS / WINTER HOLIDAY 16 Dec – 3 Jan
12 / Thur / 12 / Jan / Language/UNIT 4: Emotion13 / Thur / 19 / Jan / Emotion
14 / Thur / 26 / Jan / Emotion
15 / Thur / 2 / Feb / AOK: Natural science, human science, history, ethics: rotation
16 / Thur / 9 / Feb / AOK rotation
MID-TERM BREAK 15-19 Feb.
17 / Thur / 23 / Feb / AOK rotation – CAT 318 / Thur / 1 / Mar / AOK rotation
19 / Thur / 8 / Mar / AOK rotation
20 / Thur / 15 / Mar / AOK rotation
21 / Thur / 22 / Mar / AOK rotation
22 / Thur / 29 / Mar / AOK rotation
23 / Thur / 5 / April / The arts – Presentations titles
SPRING BREAK 6 - 16 April
24 / Thur / 19 / April / The arts25 / Thur / 26 / April / Mathematics
26 / Thur / 3 / May / Mathematics/Rehearsals presentations
27 / Thur / 10 / May / Rehearsals presentations
28 / Thur / 17 / May / Rehearsals presentations
29 / Thur / 24 / May / Work on final presentations
END OF YEAR EXAMS
30 / Thur / 7 / June / FINAL PRESENTATIONS31 / Thur / 14 / June / FINAL PRESENTATIONS
32 / Thur / 21 / June / FINAL PRESENTATIONS
§ Year 13 details are as follows
Wk /Day
/ Date / Topic /Teacher / room
1 / Thur / 15 / Sept / Essay titles work / SNAx16 / RK
HS / SP / SK
HS
2 / Thur / 22 / Sept / Essay titles/repeat presentations titles / SC
3 / Thur / 29 / Oct / Natural science: lecture (SP)
4 / Thur / 6 / Oct / Natural science/Repeat presentations
5 / Thur / 13 / Oct / Human science: lecture (CR + LG)
6 / Thur / 20 / Oct / Human science
7 / Thur / 27 / Oct / History: lecture (SK) – CAT 1
8 / Thur / 3 / Nov / History – Essay plan due
9 / Thur / 17 / Nov / The arts (NL/DD)
10 / Thur / 24 / Nov / The arts
11 / Thur / 1 / Dec / Ethics
12 / Thur / 8 / Dec / Ethics – Essay draft due
13 / Thur / 12 / Jan / Mathematics: lecture (SP) – Teachers to return essay drafts with comments
WINTER HOLIDAY 16 Dec – 3 Jan
14 / Thur / 2 / Feb / Mathematics15 / Thur / 9 / Feb / Essay work
MID-TERM BREAK 15-19 Feb.
16 / Thur / 23 / Feb / Essay work17 / Thur / 1 / Mar / ESSAY DUE
INTEGRATION across Departments
Following gives some ideas how to integrate TOK content to your subject teaching.
§ Study relevant sections of the TOK syllabus –for example if you teach mathematics, read Areas of Knowledge: Mathematics, or if you are teaching English read Ways of Knowing: Language
§ Study the Yr12 TOK teaching outline (above) and consider possible points of integration – are you for example teaching some content that seems to cover same themes at the same time as in the TOK programme.
§ Ask questions that are relevant to what you are teaching and encourage students to make interdisciplinary connections (Why would carbon dating be useful for historians? How could we use this mathematical method in physics? and think critically (How certain can we be about some knowledge? How can we acquire some knowledge?)
Examples of possible questions:
(a) Arts / music / drama
How can music change the feeling of a particular scene in film / play?How do colours and shapes used in costumes or stage set-up communicate to the audience?What are the historical facts related to this Shakespeare play / piece of music / painting?
(b) English
How does the author appeal to emotions by his/her use of language?
How would a psychologist describe this character / relationship?
Draw / paint a picture that portrays this scene / relationship / development, then discuss it.
(c) History
How did a particular scientific discovery change peoples’ lives?
Why can intercontinental ballistic missiles travel so quickly from one continent to another?
What impact did the Spanish Flu have and how is it relevant to the threat of bird flu pandemic?
(d) Mathematics
How could psychologists utilize a particular aspect of statistics?
How have physicists used particular area of mathematics (for example probability)?
What different types of mathematics have been developed in history or by different cultures?
(e) Psychology
How have psychological theories been used to explain historical characters / developments?
How can an understanding of a historical context explain the development of psychological theory / approach?
How can medications control / alter moods and emotions?
(f) Science
How have scientific discoveries influenced on worldviews?
Why and how do scientists use mathematics?
Can language used in science be biased – if so in what ways?
§ Ask questions that help students to think critically about what they are learning (For example, ‘Why do you think scientists think theory X is a better explanation than theory Y?’)
§ Read through the TOK prescribed essay titles. Think how you could address ideas mentioned in these titles during your class.
§ Ask which titles your students have chosen to write their TOK essay on. Encourage your students to think connections between the title they have chosen and the content you are delivering.
§ Introducing activities and learning units that link to TOK content and TOK thinking skills and integrate well with the TOK programme.
BIBLIOGRAPHY
Books / Alchin: Theory of Knowledge (John Murray, 2003)Alchin: Theory of Knowledge – Teacher’s book (John Murray, 2003)
Fisher: Critical Thinking (Cambridge, 2001)
Woolman: Ways of Knowing (IBID Press 2000)
Intranet / Internet / http://occ.ibo.org (Theory Knowledge section, TOK Guide)
School code:
Username (your username)
Password (your password)
http://www.adastranet.net/forum/
\\Svr-ad02\Sec-Shared\Teacher\TOK
There are many other books / resources as well as in the senior library.
APPENDIX 1: Generic TOK Schemes of Work
Introduction
Please use these schemes together with TOK syllabus and TOK programme outline when preparing for your TOK teaching. This TOK scheme of work outline contain following learning units:
1. Ways of knowing: perception2. Ways of knowing: reason
3. Ways of knowing: emotions
4. Ways of knowing: language
5. Areas of knowledge: human sciences / 6. Areas of knowledge: natural sciences
7. Areas of knowledge: history
8. Areas of knowledge: arts
9. Areas of knowledge: ethics
10. Areas of knowledge: mathematics
NATURE OF THE SUBJECT
It is a commonplace to say that the world has experienced a digital revolution and that we are now part of a global information economy. The extent and impact of the changes signalled by such grand phrases vary greatly in different parts of the world, but their implications for knowledge are profound.
Reflection on such huge cultural shifts is one part of what the TOK course is about. Its context is a world immeasurably different from that inhabited by “renaissance man”. Knowledge may indeed be said to have exploded: it has not only expanded massively but also become increasingly specialized, or fragmented. At the same time, discoveries in the 20th century (quantum mechanics, chaos theory) have demonstrated that there are things that it is impossible for us to know or predict.