*** Problem *** A big change in my day-to day teaching of TOK that I made recently is the introduction of workbooks into every lesson. I was looking back at my teaching experience and realised one thing. When we start teaching this new daunting subject, we worry a lot more about how we will teach than how our students will …
TOK exhibition Sample 3
This is our THIRD TOK exhibition sample: the written commentary itself as well as a video that gives a step-by-step explanation of the full creation process. TOK exhibition Sample 3 uses the following approach: Start with a particular topic or concept Find an interesting object related to this topic or concept Find a suitable prompt Find the other two objects …
TOK exhibition Sample 2
This is our SECOND TOK exhibition sample: the written commentary itself as well as a video that gives a step-by-step explanation of the full creation process. TOK exhibition Sample 2 uses the bottom-up approach: Find the first object (possible linked to a theme) Find a suitable prompt Find the second object to add something new to the idea of the …
TOK exhibition Sample 1
In this post you will find the first one of our TOK exhibition samples: the written commentary itself as well as a video that gives a step-by-step explanation of the full creation process. TOK exhibition Sample 1 uses the following approach: Choose the IA prompt Think about one aspect in relation to it Find an object supporting it Link the …
Personal and shared knowledge as an opportunity: Why we need these terms back when we teach thematically
This blog post belongs to a series entitled “Traps and loopholes in the new TOK syllabus”. You can access the full list of blog posts in the series here. In the previous blog post (see here) I suggested that the distinction between personal and shared knowledge was removed from the new Guide because it does not sit well with the …
Personal and shared knowledge as a trap: Why has the difference been removed?
This blog post belongs to a series entitled “Traps and loopholes in the new TOK syllabus.” You can access the full list of blog posts in the series here. Earlier I explored traps and opportunities in the new TOK syllabus associated with the “compulsory” knowledge framework and the new “themes” (for an overview of the new TOK spec, see The …
Themes as a trap: does the TOK exhibition have to be based on one of the themes?
This is the fifth in a series of blog posts entitled “Traps and loopholes in the new TOK syllabus”. You can access the full list of blog posts in the series here. As you know, in the new TOK syllabus the old presentation was replaced by the TOK exhibition for the Internal Assessment (IA). Students need to display three real-world …
Themes as a trap: TOK essay is based on areas of knowledge
This is the forth in a series of blog posts entitled “Traps and loopholes in the new TOK syllabus”. You can access the full list of blog posts in the series here. Earlier I explored traps and opportunities linked to the “compulsory” knowledge framework in the new TOK spec. Now it’s time to switch over to another key addition in …