It’s very similar to the old one, except it doesn’t have space for the candidates names since they will be the ones uploading it under their own registration. It does seem odd that they have entirely removed any space for student names, but I’ve given up trying to figure out IB decisions….
Neil deGrasse Tyson published a short piece in The Huffington Post titled What Science Is — and How and Why It Works. It’s a very safe bet that it will be used as required reading in many IB Theory of Knowledge classes when the definition of “knowledge” is discussed. And I’d bet dollars to donuts that many teachers will be using this accessible column in many other classes, too.
One assignment I learned about at my original IB Theory of Knowledge training was having groups of students invent a classroom appropriate product and have them create a short commercial four of the fallacies that we have studied. I have each group show their video, and then they call on people to identify the fallacies used in it.
I have my IB Theory of Knowledge students work in groups to prepare weekly presentations on our textbook chapters that they read for homework. When we were discussing the role of emotion in the search for knowledge, one of the presentation groups was asked if emotion is sometimes like a voice in our heads that we have to control. I then showed this clip from the National Press Club, which is a perfect example of that in action.
Secondly, we spend a few days studying Plato’s Allegory of the Cave. You can see many of those resources at our TOK class blog, along with examples of student videos – they have to create modern versions of it. This year’s students will be showing their own creations on Monday, and I’ll be adding some of them to that class blog post. Students viewing the videos will be using this anonymous evaluation form, which will be completed after each video is viewed, collected, and given to the video’s creators.
TED-Ed released this excellent video and lesson — perfect for IB Theory of Knowledge classes when studying language:
This video would be a useful one to show when discussing indigenous knowledge systems in IB Theory of Knowledge classes:
In IB Theory of Knowledge classes we examine in both math and human sciences how people taking polls/surveys can manipulate the answers. Here’s a video that would be a nice introduction to the topic (after first explaining to U.S. students the definition of “National Service”):
This video is from PBS, and is a great one for IB Theory of Knowledge teachers when exploring the arts:
In fact, next week my IB Theory of Knowledge classes will be creating these kind of What If? presentations (you can see tons of examples at the previously mentioned “Best” list). Then, after the Winter Break, I’ll make arrangements to have a number of them come to my ELD World and US History classes and help the ELL students create their own as their final semester project. That sequence always works well.
Yesterday, Aeon magazine published a nice essay explaining the value of these kinds of projects, also called “counterfactuals.” It’s title, simply enough, What If?
Here’s an excerpt:
And, in case you missed it, here’s what one of my students last year says she learned from the lesson:
I’ve previously posted about a Scientific American article I have my IB Theory of Knowledge students read at the beginning of the year to encourage them to seek our diverse partners in small groups when they are given that opportunity (see “How Diversity Makes Us Smarter”).
Today, The New York Times has published an article about a newer study that has found the same results. It’s headlined Diversity Makes You Brighter.
Here’s an excerpt:
I’ll probably use it with the older piece as part of a “jigsaw” reading.
Of course, it can also have a role in a broader class discussion on diversity in society.
As regular readers know, in addition to teaching various classes to English Language Learners and to mainstream ninth-graders, I teach the International Baccalaureate Theory of Knowledge course. I also regularly share TOK resources here on the blog, and I think it’s pretty popular among TOK teachers around the world.
This post is my regular “quarterly reminder” that, in addition, I accumulate links to articles and resources on the Delicious bookmarking site, and now have over 2,000 categorized into the all the TOK “Ways of Knowing” and “Areas of Knowledge.” I typically add about twenty or so new ones each month.