{"id":13035,"date":"2020-07-08T10:07:13","date_gmt":"2020-07-08T01:07:13","guid":{"rendered":"https:\/\/themantic-education.com\/ibtok\/?p=13035"},"modified":"2020-07-11T16:37:19","modified_gmt":"2020-07-11T07:37:19","slug":"compulsory-knowledge-framework-as-an-opportunity-use-key-concepts-and-tick-all-the-boxes","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-an-opportunity-use-key-concepts-and-tick-all-the-boxes\/","title":{"rendered":"Compulsory knowledge framework as an opportunity: use key concepts and tick all the boxes"},"content":{"rendered":"<p><strong>Read more:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-distribution-of-lesson-time\/\">Compulsory knowledge framework as a trap: distribution of lesson time<\/a><\/li>\n<li><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-artificial-boundaries\/\" target=\"_blank\" rel=\"noopener noreferrer\">Compulsory knowledge framework as a trap: artificial boundaries<\/a><\/li>\n<li>This is the third in a series of blog posts entitled \u201cTraps and loopholes in the new TOK syllabus\u201d. You can access the full list of blog posts in the series <a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/traps-and-loopholes-in-the-new-tok-syllabus\/\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">Earlier I explored two potential traps in the \u201ccompulsory knowledge framework\u201d requirement:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The danger that teachers may misinterpret this as having to teach students explicitly which knowledge question belongs to which category (see <\/span><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-artificial-boundaries\/\"><span style=\"font-weight: 400\">this blog post<\/span><\/a><span style=\"font-weight: 400\"> for details)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The danger that teachers may misinterpret this as a requirement to devote equal amounts of lesson time to each of the elements (see <\/span><a href=\"https:\/\/themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-a-trap-distribution-of-lesson-time\/\"><span style=\"font-weight: 400\">this blog post<\/span><\/a><span style=\"font-weight: 400\"> for details).<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400\">It is now time to switch focus from traps to opportunities.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Here comes the first \u201cloophole\u201d in this series of blog posts: <\/span><b>if you organize your course around key concepts rather than linearly, it will be easy to meet the compulsory knowledge framework requirement without artificial distinctions.<\/b><\/p>\n<p><span style=\"font-weight: 400\">The linear approach is to teach the themes first, then the areas of knowledge one by one.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">The approach we are using in Themantic Education\u2019s resources is different: take a key concept, consider this concept in application to all areas of knowledge. We are teaching areas of knowledge <\/span><i><span style=\"font-weight: 400\">through<\/span><\/i><span style=\"font-weight: 400\"> concepts, not separately from them. We also have the IB-prescribed optional themes (Knowledge and technology, Knowledge and language), but we have integrated them with areas of knowledge.<\/span><\/p>\n<p><span style=\"font-weight: 400\">If you have overarching concepts (such as evidence, interpretation, truth) and consider various areas of knowledge in relation to these concepts, you automatically meet the requirement to have all types of knowledge questions discussed in all units. For example, if you discuss the role of evidence in all areas of knowledge (in comparison), you are automatically discussing \u201cMethods and tools\u201d and making all relevant connections. However, students don\u2019t have to know that \u201cevidence\u201d falls under \u201cMethods and tools\u201d. You can avoid overloading them with this artificial curriculum-related terminology. They can enjoy learning, as opposed to ticking the boxes prescribed by the curriculum. And the beautiful thing is that all boxes will nevertheless be ticked.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">This is what our overall mapping looks like:<\/span><\/p>\n<table>\n<tbody>\n<tr>\n<td colspan=\"10\" width=\"623\"><strong>Mapping Themantic units onto the linear IB TOK syllabus<\/strong><\/td>\n<\/tr>\n<tr>\n<td rowspan=\"2\" width=\"98\"><strong>Chapter<\/strong><\/td>\n<td colspan=\"4\" width=\"228\"><strong>Themes<\/strong><\/td>\n<td colspan=\"5\" width=\"296\"><strong>Areas of knowledge<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"65\"><strong>(Core) <\/strong><strong>Knowledge and the knower<\/strong><\/td>\n<td width=\"66\"><strong>(Optional)<br \/>\n<\/strong><strong>Knowledge and technology<\/strong><\/td>\n<td width=\"66\"><strong>(Optional)<br \/>\n<\/strong><strong>Knowledge and language<\/strong><\/td>\n<td colspan=\"2\" width=\"66\"><strong>Natural sciences<\/strong><\/td>\n<td width=\"66\"><strong>Human sciences<\/strong><\/td>\n<td width=\"66\"><strong>Mathematics<\/strong><\/td>\n<td width=\"66\"><strong>History<\/strong><\/td>\n<td width=\"66\"><strong>The arts<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>Introduction<\/strong><\/td>\n<td colspan=\"9\" width=\"524\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>1. Knowledge of knowledge<\/strong><\/td>\n<td width=\"65\">\u2713<\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<td colspan=\"2\" width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>2. Knowledge and technology<\/strong><\/td>\n<td width=\"65\"><\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\"><\/td>\n<td colspan=\"2\" width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>3. Bias in personal knowledge<\/strong><\/td>\n<td width=\"65\">\u2713<\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<td colspan=\"2\" width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>4. Bias in shared knowledge<\/strong><\/td>\n<td width=\"65\"><\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<td colspan=\"2\" width=\"66\">\u2713<\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\"><\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>5. Knowledge and understanding<\/strong><\/td>\n<td width=\"65\"><\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<td colspan=\"2\" width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\">\u2713<\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>6. Knowledge and language<\/strong><\/td>\n<td width=\"65\"><\/td>\n<td width=\"66\"><\/td>\n<td width=\"66\">\u2713<\/td>\n<td colspan=\"2\" width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<td width=\"66\">\u2713<\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>7. Assessment guidance<\/strong><\/td>\n<td colspan=\"9\" rowspan=\"2\" width=\"524\"><\/td>\n<\/tr>\n<tr>\n<td width=\"98\"><strong>Glossary<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400\">And here is <a href=\"https:\/\/themantic-education.com\/ibtok\/wp-content\/uploads\/sites\/7\/2020\/07\/ThemEds-TOK-Textbook-List-of-Lessons.pdf\">the full list of lessons and concepts in the course<\/a>. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Read more: Compulsory knowledge framework as a trap: distribution of lesson time Compulsory knowledge framework as a trap: artificial boundaries This is the third in a series of blog posts entitled \u201cTraps and loopholes in the new TOK syllabus\u201d. You can access the full list of blog posts in the series here. Earlier I explored two potential traps in the &#8230; <\/p>\n<div><a href=\"https:\/\/www.themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-an-opportunity-use-key-concepts-and-tick-all-the-boxes\/\" class=\"more-link\">Read More<\/a><\/div>\n","protected":false},"author":5,"featured_media":13036,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rs_blank_template":"","rs_page_bg_color":"","slide_template_v7":"","footnotes":""},"categories":[101,35],"tags":[],"class_list":["post-13035","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-knowledge-framework","category-teaching-ideas"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Compulsory knowledge framework as an opportunity: use key concepts and tick all the boxes | IB Theory of Knowledge<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.themantic-education.com\/ibtok\/2020\/07\/08\/compulsory-knowledge-framework-as-an-opportunity-use-key-concepts-and-tick-all-the-boxes\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Compulsory knowledge framework as an opportunity: use key concepts and tick all the boxes | IB Theory of Knowledge\" \/>\n<meta property=\"og:description\" content=\"Read more: Compulsory knowledge framework as a trap: distribution of lesson time Compulsory knowledge framework as a trap: artificial boundaries This is the third in a series of blog posts entitled \u201cTraps and loopholes in the new TOK syllabus\u201d. 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