As regular readers know, I teach an International Baccalaureate “Theory of Knowledge” class (in fact, this year I teach two of them!). Our school structures our IB program a bit differently from many others by having a whole lot of students take individual IB classes; we have relatively few who are taking all IB classes in order to get the IB diploma. I really like this set-up, and it opens up my TOK class to a lot more students.
As I’ve said before, I can’t think of a high school class that would be more fun to teach or more fun to take…
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The Best Theory Of Knowledge Resources In 2014 – So Far
The Best Theory Of Knowledge Resources In 2013 – Part Two
The Best Theory Of Knowledge Resources In 2013 – So Far
The Best Theory Of Knowledge Resources In 2012 — Part Two
The Best Theory Of Knowledge Resources In 2012 — Part One
The Best Theory Of Knowledge Resources In 2011
The Best Theory Of Knowledge Resources — 2010
Here are my choices for The Best Theory Of Knowledge Resources In 2014 – Part Two:
As regular readers know, I’ve been accumulating teaching/learning resources for the International Baccalaureate Theory of Knowledge class ever since I began to teach it a few years ago. The collection is now up to nearly 1,700 links that are categorized by Ways of Knowing and Areas of Knowledge, and you can access them all here.
“Ways Of Knowing” Final Projects By My IB Theory of Knowledge Students
A New York Times column had an interesting “take” on the value of saving endangered languages. “In Why Save a Language?” John McWhorter questions the typical reasons used to support endangered languages and offers different ones.
Here’s the prompt I plan on using with this piece. It’s perfect for IB Theory of Knowledge classes:
What reasons does Mr. McWhorter say he formerly used to try and convince people about the value of saving an endangered language and what does he say now? To what extent do you agree with what his position? To support your opinion, be sure to include specific examples drawn from your own experience, your observations of others, or anything you have read, including this column.
Here’s The Form I Have Students Complete When They’re Listening To Their Classmate’s Presentations
Ask For Evidence is a very interesting new site based in the United Kingdom. Here is how it describes itself:
Ask for Evidence is a public campaign that helps people request for themselves the evidence behind news stories, marketing claims and policies.
We hear daily claims about what is good for our health, bad for the environment, how to improve education, cut crime, treat disease or improve agriculture. Some are based on reliable evidence and scientific rigour. Many are not.
How can we make companies, politicians, commentators and official bodies accountable for the claims they make? If they want us to vote for them, believe them or buy their products, then we should Ask for Evidence.
People come here to share their experiences of asking for evidence and to use the hub of resources and expertise to making sense of the evidence they receive.
It has potential to be an authentic audience for student projects, particularly for IB Theory of Knowledge classes.
Here’s a video that could be very useful in social studies classes and in IB Theory of Knowledge classes (it has a British focus, but can easily be used in the U.S., too):
“Pearls Before Swine” Shares Its Own Version Of “Who’s On First?”
The Best Posts & Articles On The Teacher & Student Protests In Colorado discusses student protests of proposed changes in a history curriculum.
Teaching Plato’s Allegory of The Cave
Videos: Here’s The Simple Theory of Knowledge Lesson On Perception I Did Today
More Theory Of Knowledge Changes From IB
New Theory Of Knowledge Resources: 2015 Essay Titles & A Cool Diagram
New “Fillable” PDF Forms For IB Theory Of Knowledge Presentations & Essays
“If you’re observant about things happening around you, there are insights waiting to be discovered”
“The History Project” Is A Great Resource For Teachers Everywhere
The Greatest Interactive Video Ever Made For A Philosophical Discussion On The Existence Of Santa Claus
Wondering How To Handle A Controversial Topic In Class? What We Did This Week Worked Out Very Well
Eileen Dombrowski is the co-author of the newest IB Theory Of Knowledge textbook, and has previously written guest posts on this blog. She’s now writing her own blog, which is a “must-follow” for any TOK teacher. Here’s her description:
Eileen Dombrowski, lead author of the IB Theory of Knowledge Course Companion (OUP, 2013), has recently launched a TOK blogsite that complements the course overview of the TOK book with regular fresh comments on ideas and events in the news. In the traditional spirit of TOK educational sharing, the blog and associated resources are free. It’s also easy to sign up to follow the blog by email to receive fresh posts as they are added. Check it out: Activating TOK: thinking clearly in the world
Studies abound on the lack of confidence in eyewitness testimony, and teaching about it is a staple in International Baccalaureate Theory of Knowledge classes when we cover “perception.” The Pacific Standard published a useful related article titled See Eyewitness Testimony Fail—Right Before Your Eyes that contained this great video the I used in my TOK class:
Here’s a useful infographic for IB Theory of Knowledge classes when they’re studying perception:
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