Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

September 18, 2016
by Larry Ferlazzo
1 Comment

If You’re A TOK Teacher & You’re On Twitter, Let Me Know & I’ll Add You To A “TOK Teacher List”


I’ve just created a public Twitter list of IB Theory of Knowledge teachers.

Send a tweet to me letting me know you’re an IB teacher, or leave a comment on this post, and I’ll add you to the list!

Perhaps a resource like this already exists but, if so, I’m not aware of it.

September 18, 2016
by Larry Ferlazzo

Two Useful Questions For Theory Of Knowledge Classes


In the past few days, I’ve seen two headlines comprised of good questions to raise in Theory of Knowledge classes. One of them is interesting, and one of them is important.

The interesting one is What Concept Most Needs a Word in the English Language? It appeared in The Atlantic, and has a number of examples. Posing the question and sharing some of them could be a fun exercise when studying language in TOK.

Would You Hide a Jew From the Nazis? is the important one. It’s a Nicholas Kristof column in The New York Times, and is related to the Ken Burns’ film, Defying The Nazis, that will air later this week (see New Ken Burns Film, “Defying The Nazis,” Looks Good & Has Tons Of Free Teaching Resources). Obviously, this could apply to TOK units in history and ethics.

September 13, 2016
by Larry Ferlazzo

Here Are Presentation Instructions I’m Giving To My TOK Students


As regular readers know, one of my projects over the summer was completely revamping my curriculum for the three periods of International Baccalaureate Theory of Knowledge classes I teach each day. It’s almost fifty percent new, though I’ve only gotten around to posting about four months of it online. You can check things out at my posts tagged TOK.

One of the changes I made was the homework I expected students to do after they read each chapter in our TOK textbook. I’ve previously posted those homework instructions, but here they are again.

In the past, I’ve always had small groups meet and make short presentations about the homework each week. However, they were decidedly uneven in quality, though students gained a lot from them.

I’ve decided to revamp those instructions, too – both for presenters and audience members. You can download the student hand-out here.

Take a look and please give me feedback. I’m always looking for ways to improve!

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