Armistice Day TOK lesson

This TOK lesson is designed to be used on Armistice Day.

The lesson looks at the following 3 real-life situations: different perspectives on why the war started, the poem ‘In Flanders Fields’ and the UK’s Unknown Soldier. After looking at each real-life situation the students answer Knowledge Questions based on them which are designed to initiate debate on how we can ‘know’ in history. The Knowledge Questions include reference to Ways of Knowing and TOK concepts.

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Cross Curricular DP

Information on this document can also be found here.

I have created this document from the analytics part of Managebac.

From looking at Managebac I give an overview of which subject is currently focusing on the following areas each month:

·         Approaches to Learning

·         Connections to Language, CAS and TOK

·         Language Differentiation

·         Learning experiences

·         Learning process.

The aim is to get teachers to use the information to build communication and collaboration with different teachers and subjects in one or more of the areas shown above. This could lead to cross curricular collaboration, and can be used in conjunction with the Departmental and Cross Curricular Peer Observations document shown on this website.

It also gives staff more information about what is being taught across the programme and the learning experiences that the students are having.

Here is an example of the document created and shared with staff.

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Essay Checklist

TOK Essay Checklist

This document is a student checklist for their final essay.

As well as responding to their progress against the essay criteria, it is designed to get students to respond to the support they have been given, giving them the chance to say if they have used / require it.

As well as asking students to consider what they have and haven’t done, the checklist gives them the chance to say if they are not sure of what each section means–which can help focus my support for them.

I get students to sign the sheet at different stages in the process and refer to it meetings with them.

This handout can be adapted for other classes and assessments.

Contents

  1. Essay structure.

    a) Essay Introduction.

    b) Main body.

    c)Conclusion.

  2. Essay rubic

    a) Understanding knowledge questions.

    b) Analysis of knowledge questions.

  3. Resources

    a) The TOK Essay: All you need to know document (adapted from Decoding Theory of Knowledge by Heydorn and Jesudason).

    b) Planning the TOK essay document.

    c) Language support

    d) Teacher support on Managebac

  4. Speaking to subject teachers

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Essay Support Booklets

TOK Essay Support Booklets

I have created these two booklets to support my Theory of Knowledge (TOK) students in the planning, structuring, and writing of the TOK essay. The information in both booklets is student friendly and follows a clear structure, ensuring the students know exactly what is required to gain full mark in the essay. The booklets give detailed advice to students for each step of the process.

PLANNING THE TOK ESSAY. 

In order to support students with the planning and structure of the TOK essay, I have created this 3,146 word booklet based on the information given by the IBO TOK Teacher Support Material.

This booklet summarises the IBO`s advice on planning and writing the TOK essay, and also includes an essay plan.

The booklet makes it clear to students exactly what is expected of them in the essay, focusing on:

  • Interpreting the title.
  • Defining key terms and concepts.
  • Identifying knowledge questions.
  • Stating a position.
  • Identifying ways of knowing and areas of knowledge and identifying claims and counterclaims.

As well as giving an explanation of each part of the planning process, the booklet gives students boxes to fill in which follows the essay structure that has been explained.

The booklet is also a useful tool for the TOK teacher to know how the students are progressing throughout the process. It also allows the TOK teacher to see if the student is staying focused to the prescribed title and the knowledge questions they have created.

I have also used the plan when giving students essays to write throughout the course, in order for them to be as prepared as possible when they write the final essay.

Contents:

Part One. Introductory steps: Advice on creating your essay plan.

  1. Interpret the title.
  2. Define the key terms and concepts in the title.
  3. Identify the knowledge questions that are central to the discussion.
  4. State a position.
  5. Identify the ways of knowing that are most significant to the discussion.
  6. Identify the areas of knowledge that will be central to the response
  7. Identify the significant claims and counterclaims.
  8. Brainstorming and organizing ideas.
  9. Researching examples.

Part Two. An example essay plan from the IB.

Part 3. Essay plan template.

1.    Prescribed title

2.    Introduction

a)    Give your interpretation of the title.

b)    Definition of the key terms and concepts in the title.

c)     Knowledge questions that are central to the discussion.

d)    Areas of knowledge and / or Ways of Knowing that will be central to the response.

e)    State your thesis.

f)     Road map

3.   Paragraph two: Your first claim and counterclaim

a)    Claim

b)    Counter-claim

c)     Link to the prescribed title

4.    Paragraph three and four

5.    Conclusion

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THE TOK ESSAY: ALL YOU NEED TO KNOW.

In order to support students with the writing of the TOK essay, I have created this booklet based on information from `Decoding Theory of Knowledge for the IB Diploma by Wendy Heydorn and Susan Jesudason.` You do not need to be a subscriber to downlaod this document.

The booklet gives in-depth information on how to both plan and write the TOK essay. It is full of examples to help students understand what is needed to write the essay. The booklet is set out in tables and bullet points to make it easily accessible for students of all abilities, including those who are writing the essay in their second language.

You do not need to subscribe to be able to download this document.

Contents:

1 Understanding the assessment requirements.

  • The basics.
  • Understanding and analyzing knowledge questions.
  • Depth and breadth.
  • Chapter summary.

2 Analysis, links and comparisons.

  • Introduction to analysis, links and comparisons.
  • Unpacking knowledge questions. Analysing claims and counter-claims. Using examples to sharpen your analysis.
  • Giving your own opinion `Knower`s Perspective`.
  • Identifying assumptions.
  • Considering implications.
  • Using evidence.
  • Using different perspectives and finding a coherent position.
  • Chapter summary.

     3 Developing a Thesis and constructing an argument.

  • Introduction.
  • Thesis.
  • Arguments.
  • Planning and drafting.
  • Chapter summary.

    4 Structure, introduction, examples and conclusion.

  • Note
  • The introduction.
  • Paragraphs.
  • Style.
  • Examples.
  • The conclusion.
  • Avoiding plagiarism.
  • Chapter summary.
  • 5 Final checklist.

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How to Fill In the Presentation Planning Document: TK/PPD

This booklet gives in depth advice on how to fill in the Theory of Knowledge (TOK) Presentation Planning Document (TK/PPD). Filling in the TK/PPD is an essential part of the presentation process, and unless the International Baccalaureate ask your school for a sample, is the only part of the presentation that the moderator will see. It is vital that students fill in the form correctly, to ensure that they get the grade that their presentation fully deserves.

The booklet uses examples from the International Baccalaureate, which can be found in the Theory of Knowledge Teacher Support Materials https://resources.ibo.org/dp/subject-group/Theory-of-knowledge/resource/11162-42990/data/d_0_tokxx_fcl_1611_1_e.pdf, and puts them into student friendly language.

For each section of the TK/PPD form, the booklet offers detailed advice from the International Baccalaureate, including their example student sentences. I have also added sentence starters to support students get started in writing each section—this has been useful for students who are filling in the form in their second language.

Contents:

  1. Introduction.
  2. Title of presentation.
  3. Indicate the duration of the presentation.
  4. Indicate the number of participants in the presentation.
  5. Describe your real life situation.
  6. State your knowledge question (this must be expressed as a question).
  7. Explain the connection between your real-life situation and your knowledge question.
  8. Outline how you intend to develop your TOK presentation in the context of your real-life situation. Include analysis of your main knowledge question and related knowledge questions as well as arguments and perspectives. Responses can be presented in continuous prose or as a list of points.
  9. Show the significance of your conclusions with particular reference to your real-life situation and indicate how those conclusions might be relevant to other real-life situations.

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I have created this booklet and video to support students in the creation of the Theory of Knowledge Presentation.

I give the booklet to the students at the start of the course and encourage them to use it while creating presentations for formative assessments. The video I have created works alongside the booklet. It is 32 minutes long and the students can watch it in chunks, depending on where they are in the process.

A booklet supporting students to how to fill in the Presentation Planning Document (TK/PPD) can be found here.

Booklet

This 2,257 word booklet can be used with / instead of the Presentation video. The booklet gives comprehensive advice on how to plan for the TOK presentation. I have created this booklet taking information from  the IBO Theory of Knowledge guide (First Assessment 2015) and the My IB website.

The booklet takes students though the whole process of planning and creating a presentation.

It has got activities to check students` understanding of the basic facts, the goal, the assessment criteria, the format, the focus, choosing a real life situation and formulating knowledge questions.

It then provides students with an outline of a plan that makes sure their presentation follows the correct structure. The plan is designed to make sure student are able to meet the criteria to gain the maximum grade in the presentation.

Contents:

  1. The basics.
  2. The goal.
  3. format.
  4. Formulating a Knowledge Question.
  5. The Assessment criteria.
  6. Past student examples.
  7. Presentation plan.

Video

This video gives an in depth explanation of how to plan and deliver the TOK presentation.

The video covers:

  1. The goal of the oral presentation.
  2. The format of the presentation.
  3. The focus of the TOK presentation: Knowledge questions.
  4. The assessment criteria.
  5. Past student examples.
  6. TK/ PPD form.
  7. Past Student TK/PPD forms.
  8. Presentation plan.

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TOK Passport

I created this activity as a starter activity form my Theory of Knowledge (TOK) classes. It asks students to link `knowledge` from across the curriculum by requiring them to consider a knowledge claim they have been told in a Diploma Programme subject within the last week. Students must then, in twos or threes, analyse it through a range of knowledge questions that compliment the TOK knowledge framework.

Students can be put into groups with other students who study the same class as them, or the groups can be mixed from students if different classes, allowing them to compare and contrast how knowledge is produced in different subject areas. After a discussion, students can then feedback their ideas to the whole class, who can then attempt to make counterclaims.

Students are asked to consider the following knowledge questions.

  • How do we know the knowledge is true?
  • How was the knowledge constructed?
  • How did I learn this knowledge?
  • What ways of knowing were used in creating the knowledge?
  • What role did each way of knowing play in producing the knowledge?
  • How, if at all, has the knowledge been proved?
  • What are the values and limitations of this knowledge?
  • Are the methods or procedures used to create the knowledge reliable?
  • How has this knowledge changed over history?
  • Is this shared or personal knowledge?
  • How is this knowledge significant to individuals?
  • What are the counterclaims to this knowledge?

I have used this passport in staff workshops, getting staff to discuss the knowledge questions regarding something they have taught as ‘knowledge’ in the last week. This activity helps to give staff and idea of the knowledge questions that are discussed in TOK.

Staff are encouraged to use the TOK passport in their own lessons and can take some of the knowledge questions to create activities for their students.

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 Formulating Knowledge Questions

This document gives students comprehensive advice on how to formulate Knowledge Questions, which is central to the Theory of Knowledge course and is the centre of both of the assessment components.

Formulating knowledge questions is a part of the course that students can often find challenging. This document takes advice from the IBO`s Theory of Knowledge Guide and a Prezi from Barbara Ostrowska.

I have used the document at the start of the TOK course and refer to it regulatory thereafter. It is important to give students as much practice as possible in creating knowledge questions as it is fundamental to their success in the subject.

The document is full of sentence starters to help students, including weaker ones who benefit from scaffolding, make a start on forming their knowledge questions. It includes a range of concepts that can be included in knowledge questions, as well as examples of good and bad knowledge questions and the knowledge questions that are in the TOK guide.

This document works well with getting students to peer and self assess knowledge questions, checking that they are following the guidelines set out in the Theory of Knowledge subject guide. It can also be used as a document to form a quiz on knowledge questions, which makes a fun and informative activity in class.

This document works well in conjunction with the TOK passport starter activity, helping students to form knowledge questions that they can use in it.

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The document includes:

  1. What is a Knowledge question?
  2. How can I start a knowledge question?
  3. What should go into a Knowledge Question?

    a)    Areas of knowledge

    b)   Ways of knowing

    c)    Knowledge framework

    d)   TOK concepts

  4. Examples of good and bad knowledge questions.
  5. Knowledge questions from the TOK guide.

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The following documents are resources I have used for the different types of knowledge.

The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason. Cambridge University Press.

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Links for other resources are on each document.

Document contents:

  1. Types of Knowledge.
  2. Practical, factual and acquaintance knowledge.
  3. Knowledge and beliefs.
  4. Relativism and society.
  5. Knowledge questions.
  6. The knowledge matrix.

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Justification and Evidence Resources

The following documents are resources I have used to teach justification and evidence.

The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason.

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Links for other resources are on each document.

Document contents:

  1. Justification and evidence.
  2. Evidence.

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Shared and Personal Knowledge Resources

The following documents are resources I have used for shared and personal knowledge. The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason. FREE SUBSCRIBERS CAN DOWNLOAD THIS DOCUMENT

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WOK Emotion Resources

The following documents are resources I have used for the Way of Knowing of Emotion.

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Document contents:

  1. Emotions introduction.
  2. Introduction pictures.
  3. Introduction table.
  4. The Black Widow.
  5. Emotions textbook.
  6. Emotions debate questions.

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WOK Language Resources

The following documents are resources I have used for the Area of Knowledge for Mathematics.

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Document contents:

  1. Language
  2. Language Knowledge Question.

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WOK Sense Perception Resources

The following documents are resources I have used for the Way of Knowing of Sense Perception.

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Document contents:

  1. Sense Perception.
  2. Joshua Bell.
  3. Sight.
  4. Senses table.

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WOK Reason Resources

The following documents are resources I have used for the Way of Knowing of Reason.

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AOK - The Arts

The following documents are resources I have used for the Area of Knowledge of The Arts.

The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason. Cambridge University Press.

Links for other resources are on each document.

You do not need to subscribe to be able to download the following documents.

Document contents:

  1. Art textbook.
  2. Art from around the world.
  3. Art copyright.
  4. Moral art.
  5. The value of art.
  6. Art essay.
  7. Good or bad art?

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AOK Ethics Resources

The following documents are resources I have used for the Way of Knowing of Sense Perception.

The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason. Cambridge University Press.

Links for other resources are on each document.

You do not need to subscribe to be able to download these documents.

Document contents:

  1. Ethics textbook.
  2. Real life situations.
  3. Quotations.
  4. Source of ethical knowledge activity.
  5. Silent debate and essay questions.
  6. Can we ever agree on moral values?
  7. Judgements.

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AOK History Resources

The following documents are resources I have used for the Area of Knowledge of History.

The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason.

Links for other resources are on each document.

Document contents:

  1. History textbook.
  2. History concepts
  3. Richard III: Changing history.
  4. The contested past.
  5. Land ownership.
  6. History presentation.

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AOK Human Science Resources

The following documents are resources I have used for the Areas of Knowledge of Human Science

The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason.

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Links for other resources are on each document.

Document contents:

  1. Human Science Investigation
  2. Human Science migration methodology

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AOK Mathematics Resources

The following documents are resources I have used for the Area of Knowledge of Mathematics.

The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason.

Links for other resources are on each document.

Document contents:

  1. Mathematics textbook summary.
  2. Introduction questions.
  3. Was mathematics invented or discovered?
  4. Can animals do mathematics?
  5. Is the chimpanzee doing mathematics? Silent debate.
  6. Mathematics God video.
  7. Mathematics essay.

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AOK Natural Science Resources

The following documents are resources I have used for the Area of Knowledge of Natural Science.

The textbook used is Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment by Wendy Heydorn and Susan Jesudason. Cambridge University Press.

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Links for other resources are on each document.

Document contents:

  1. Natural Science textbook.
  2. Introduction questions.
  3. Questionnaire. 

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Writing to Argue in Theory of Knowledge Essays

I have created this document from information I was given on my Theory of Knowledge (TOK) Category 2 workshop. I share it with students at the start of the TOK course.

This document is designed to give students advice on how to write to argue in their TOK essay.

It is split into two parts, creating arguments and creating counter arguments.

  • The section on creating arguments focuses on the ‘therefore’ test that students can use to check whether the statements they have written have, indeed, created an argument. It gives two examples to show students how to use this test to formulate an argument.
  • The section on creating counter arguments focuses on how to refute or concede the argument that is being discussed.

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Cross Curricular TOK

This 3,200 word document explains how teachers from across the Diploma Programme can support students with their Theory of Knowledge (TOK) skills. It is important to keep TOK at the forefront of the Diploma Programme and to reinforce the idea that as part of the core, it is central to the programme model and needs to be covered in a cross curricular manner, as well as through discreet lessons.

The document covers the skills the students need to meet the requirements of the TOK assessment rubrics and how these can be put into practice in non-TOK lessons.

The document also covers the areas of knowledge and ways of knowing. It gives examples of how the knowledge framework from the TOK guide can be used in lessons in all subject areas. It also goes through past TOK essay questions and includes the knowledge questions from the guide with the aim of allowing all teachers to make links between their subject and TOK, as well as creating activities to support the students.

I have used this document in whole-staff workshops, allowing teachers to work with their peers from other subjects. An example activity is for teachers from different subject areas to use the document to work together and create cross-curricular TOK activities.

Looking at the example knowledge questions from the TOK guide that are in the document is a good start for staff and leads nicely to a speed question activity which I use in TOK, where staff have to answer example knowledge questions from each area of Knowledge and kay of Knowing, meeting the requirements of the rubric n(also shown in the document).

Getting teachers to grade a TOK essay in pairs using the TOK essay rubric is also a useful activity. It can help them to see the aims and objectives of the subject and how the rubric looks in reality as well as helping staff see how they can support students in meeting the rubric through their own subjects.

Contents:

  1. How can you help you students in TOK?
  2. TOK assessment rubrics.
  3. Past Essay Questions.
  4. Knowledge framework.
  5. Linking questions.
  6. Knowledge questions from the TOK guide.

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✔ Reports
✔ Teacher Training
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✔ IB Standards Guide
✔ IB Practices Guide

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IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

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Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

Join IB Coordinator Today!

IB Coordinator membership programme

Access all the materials on how to set up & sustain IB Programmes;

Lesson plans
✔ Schemes of Work
✔ Reports
✔ Teacher Training
✔ Student Support
✔ Thesis
✔ IB Initiatives
✔ IB Standards Guide
✔ IB Practices Guide

Join today for just £45 and gain instant access to 350 IB resources that have been developed, tried and tested in the classroom!

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