Diploma Programme course outline TOK

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1 Diploma Programme course outline TOK School name Municipal Autonomous Educational Institution Kogalym Secondary School 8 School code Time distribution Starting date of TOK course in year 1 of the Diploma Programme September 201 Ending date of TOK course in year 2 of the Diploma Programme March 2015 Name of the teacher who completed this outline 1.Valentina Balabanova 2. Elena Kravchenko Date of IB training 1.On-line November- December 2011, 02/0/ /0/ /0/ /0/2012 Date when outline was completed December, 2012 Name of workshop (indicate name of subject and workshop category) 1.TOK Online professional development workshops, Cat: 1 TOK 2. Cat: 1 TOK 1. Course outline Use the following table to organize the topics to be taught in the course. Add as many rows as you need. This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the course. This outline should show how you will develop the teaching of the course. It should reflect the individual nature of the course in your classroom and should not just be a copy and paste from the TOK guide.

2 , including information Year 1 Introduction to TOK: The problem of knowledge During the introduction to the course, students give their ideas of what knowledge means, how it differs from information, data, opinion, belief or wisdom, examine different representations of knowledge and how it is gained, lost, or changed. Students are introduced to knowledge issues and begin to formulate their own definitions of knowledge issues. The students begin to examine their own roles as knower s in the different ways and areas of knowledge. What is knowledge? What is truth? Knowledge vs. Beliefs. What is the difference? Where does knowledge come from? Why should we care? Who is the knower? What does knowledge start with? How do we know? Is there one source of knowledge more reliable than others? Discussion contributions ongoing, teacher assessed. Short essays/responses on the topics issues formative assessment. TOK individual or group presentations internally marked. Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cabridge, UK: Cambridge University Press, Print. TOK Online : www. youtube.com

3 , including information Ways of knowing: Language Language has an important effect on the way we experience the world. The creation of language, its clarity, its aesthetic role (poetry, literature, etc.) its application in other areas of knowledge and in communication with other humans raises questions of the relationship between language and the world. What is language? How does language affect different ways of knowing? To what extent does a foreign language influence the way of thinking? What is lost/gained in the process of translation? 6 hours e.com Additional supplementary fiction and nonfiction texts, prose/poetry, essays, articles, film clips, discussion topics. Ways of knowing: Perception The way we perceive the world depends crucially on the nature of sense organs. Our senses are the gates and windows of the mind. Students examine if it is true. Seeing vs. believing. What is real? How reliable are our senses? Which sense is the most reliable? What influences the perception? What is the relationship between experience and perception? What constitutes good evidence?

4 , including information Ways of knowing: Reason and Logic To achieve consistency in our thought we use logic. Students examine if we can know the truth by logic. Ways of knowing: Emotion Emotions have traditionally been seen as more of an obstacle to knowledge than a source of it. The students examine if emotions can be the key to self-understanding and understanding the world. What is logic? Is logic purely objective and universal? Truth and validity. How does reasoning work? What are the differences between inductive and deductive reason? What are common logical fallacies? What is an emotion? Are emotions mental or physical aspect? How do emotions interact with reason, sense perception and reason? Are emotions shaped by culture? To what extent do you think we are able to control our emotions? Can other ways of knowing help us to do this? 6 hours

5 , including information Mathematics From a TOK point of view mathematics is rather a special area of knowledge. It gives us certainty, but does it tell us anything about the world? Natural sciences The natural sciences are recognised as a model for knowledge owing to such factors as capacity to explain and make precise predictions. Scientific knowledge and progress has provided success in many areas. Questions about scientific methodologies raise many knowledge issues.. What is Maths? Is mathematics a language? What is a mathematical truth? Is math discovered or invented? What is the relationship between math and science? What is science and what is not science? What is the history of science? Is science a body of knowledge? Is there a scientific method? Is scientific discovery entirely logical, or does the process include irrational elements? 6 hours

6 , including information Human sciences It is often said that human behaviour is unpredictable. Can it be studied scientifically? History Many of the judgments are historical in nature although knowers cannot observe the past. Is history the set of events or unpredictable actions of people? What are the inherent problems of knowledge in the social sciences? How do methods vary between natural and social sciences? How does science relate to ethics? Are there universal constants or laws of human behaviour? Why study history? How can the past be known? How does the ways in which history is recorded influence our understanding of it? Is history recorded or created? Should a moral perspective be included in the teaching of history?

7 , including information Religion People have always been searching for the sense of their lives Many cultures have organised their understanding of the world around their religious beliefs. Discussing the mysteries of religion,we ask how our own beliefs relate to those of people from different cultures Is religion a universally understood concept? What purposes does religion serve? How does a culture s religion influence its history, ethics, arts, and sciences? Where do knowledge and faith overlap? Why do innocent people suffer? How does knowledge through or about religion promote global citizenship?

8 , including information The arts The arts include literature, dance, music, theatre, film, visual arts. Are the arts a kind of knowledge or a means of expressing knowledge? How does art deliver its message? Can art tell the truth? Should art be judged on its ability to please or shock? What distinguishes art from non-art? How do the other areas of knowledge influence the arts? 6 hours Ethics Ethics come from different places experience of the knower, history, religion, family ideals and values, community, society, and individual belief of ethical values. Students are involved into discussion on what way we ought to live our lives, what is right and wrong, how moral actions should be applied for the individual and the group. Do we have specific moral intuitions that can give us knowledge? What is the relationship between morality and behaviour? Is ethics more a matter of the head or the heart? How important is consistency in moral reasoning?

9 , including information TOK Paper and Presentations The students will be presenting on a topic provided from a list of choices and how it relates to the ways of knowing. The presentation will include a longer paper, both scored according to the IB Rubrics for both presentations and papers. Final paper for the course and presentations internal and external assessment. Papers and presentations scored using the 4 assessment criteria set forth in the IBO TOK guide. Year 1. Total: 60 hours

10 , including information Year 2 Assessment criteria The students will be introduced to TOK criteria and discuss them while examining sample TOK essays. What are TOK criteria for an essay? 2 hours TOK Essay on the prescribed titles. Externally assessed. Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, Print. How do you write about knowledge? Students are introduced to sample essays and sample topics. They will need a couple of lessons to meet the rules of citing the sources. What is critical writing? How to cite sources? What is plagiarism? Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cabridge, UK: Cambridge University Press, Print. In-depth exploration of Ways of knowing and Areas of knowledge Students will think over the key issue for the essay on a prescribed topic. They will have to choose among the areas of knowledge and ways of knowing. Planning the essay and organising work on it will be the main assignment for students. How to choose the essay topic? Is the TOK issue relevant to the topic? What extra sources are needed? How to organise yourself for writing? 6 hours September-October TOK Online : www. youtube.com e.com Additional supplementary fiction

11 , including information TOK Essay Draft essays Final TOK essay Sending Final essay to the examiner 10 hours /September-December 16 hours/january-february 2 hours/march and nonfiction texts, prose/poetry, essays, articles, film clips, discussion topics. Year 2. Total: 40 hours 2. Links with Diploma Programme teachers As the TOK guide indicates, it is an IB requirement that all Diploma Programme teachers are familiar with TOK as they have to make connections with TOK questions in their own courses. They can also suggest some theoretical concerns that could be taken further in the TOK classroom. Within this context, how do you plan to work with your colleagues to ensure that TOK becomes a real link among all of them? I plan to meet with the department representatives, both IB and non-ib teachers to discuss the approach to teaching IB students. I will provide an outline of my course and essential questions we will address in TOK that relate to each area. I will try to organise joint and individual sittings with IB teachers to communicate constantly and in an open way. We will discuss TOK issues brainstormed by teachers for each course and I will offer my services as a collaborator and a consultant in the development of TOK issues and questions to include in all of IB This will help us to organise collaborated lessons. I will also plan to invite IB and non-ib teachers to TOK lessons and reflect on the topics issues. I will try to be helpful in doing interdisciplinary projects at school.

12 . TOK assessment components Briefly explain how and when you will work on them. Include the date when you will first introduce the assessment components to your students. Explain the different stages, the timeline and how students will be prepared to undertake both. Year 1 introducing sample presentations and TOK criteria for assessing presentations as we discuss knowledge issues during the year. The students are asked to choose the topic relevant to TOK, agree it with the teacher, concentrate on TOK issue, meet the assessment criteria, use resources correctly and make oral presentation with further debating. The students fill in TOK candidate self-evaluation report form. The teacher(s) organises consultations to navigate the process and give presentation tips. January-April work on internal assessment, May Final internal assessment. The presentation can be individual or made by a small group and requires a written planning document and presentation marking form. Assessment is done by the TOK teacher according to the four criteria in the TOK guide. Year 2 external assessment. The students choose the topic on the prescribed titles, are aware of the essay criteria, develop their ideas, correct usage of the resources, no teacher s support, organise their work, fulfil in time. September-December TOK essay planning, draft essays, January-February completion of Final essay, March sending the Final essay to the examiner. 4. International mindedness Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal. Topic Should art be judged on its ability to please or shock?? Contribution to the development of international mindedness (including resources you will use) The aim of the issue is to appeal to critical thinking about the nature and judgement of art. One of the most frequently heard claims about art are tastes differ. Why do some works of art seam pleasant and others shocking? Should we have any criteria for a good/bad piece of art? Focus activities: Students give their ideas about what is pleasant and what is shocking. I will ask them to examine the reproduction of two pictures: Las Meninas by Diego Rodríguez de Silva Velázquez and Las Meninas by Pablo Picasso. I will ask everyone to reflect on the effect of the two works: Is it a great work? Do you like it? What affects you most of all? Why? Does the picture reflect the real wold? How do you know? Which one is more moving? Why? Have the modern art changed your understanding of the world? We d follow up this discussion with the video from and

13 5. Development of the IB learner profile Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify. Topic Should art be judged on its ability to please or shock? Contribution to the development of the attribute(s) of the IB learner profile Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Examining art asks students to think not only about a perspective that is universal, but also one that can be personal. Students gain the ability to be critical thinkers. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Being asked to examine and judge different pieces of art students understand and respect different perspectives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Students develop certain knowledge about nature of art. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. In this unit in particular students will be asked to reflect upon their own aesthetic taste, and also to understand the ethical backgrounds of others, and reflect on how their views, attitudes and actions change.

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