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Tok presentation

Tok presentation. Some advice…from Dr Richard van de Lagemaat. Presentation 2014. Individual or group presentation approx 10 minutes per student up to a max of 3 students & 30 minutes.  Presentation delivered in language accessible to all class members (SG, p.55).

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Tok presentation

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  1. Tok presentation Some advice…from Dr Richard van de Lagemaat

  2. Presentation 2014 • Individual or group presentation approx 10 minutes per student up to a max of 3 students & 30 minutes. •  Presentation delivered in language accessible to all class members (SG, p.55). •  Three advisory meeting permittted (SG, p.56). Teacher may assist students in choice of topics ‐ or even supply it. •  Each topic (KQ or RLS) should be treated only once in a particular teaching group (SG, p.57). •  Each topic should advance the aims of the TOK course for the class as a whole. •  Recommended that presentation takes place towards end of course (SG, p.55)

  3. Presentation 2014 • Presentations should be scheduled to allow time for class discussion afterwards (SG, p.57). •  “Under no circumstances... should the presentation be simply an essay read aloud to the class.” •  Some interaction & audience participation are allowed during presentation, not just in follow‐up discussion. •  Each student in group presentations must be awarded the same grade (SG p.57). Grades are subject to external moderation. •  If a student make more than one presentation, choose the best one in which they participated. •  PPD must be given to teacher before presentation (& not handed out to audience.) •  You are not required to record presentations unless asked by IB.

  4. Presentation 2014 + − FOR AGAINST • Can pool ideas & perspectives • More time ‐ more depth • More dramatic presentation • Peer pressure incentive • Less lonely Free rider problem May run out of ideas More fragmented presentation Practical problems ‐ meeting etc More distracting Make sure group can…  Can work well together Different subject backgrounds  Different cultural backgrounds  Complementary skills

  5. Presentation 2014 • RLS: New Japanese history textbooks anger China • Descriptive Why has Japan published new textbooks? Implicit Should the teaching of history in Japanese schools be • more balanced and objective? • Specific What criteria might one use to determine whether or not history textboooks are biased? • Generic How is it possible to establish the truth about the past?

  6. Presentation 2014 • RLS: You have dozens of digital photos of yourself at a party. You post the four best ones on facebook and delete the rest. • Descriptive Why are people so obsessed with taking photos of themselves? • Implicit How do you decide which photos of yourself to keep and which to delete? • Specific Do the photos you post on facebook create a misleading impression of “the real you”? • Generic To what extent is it true that “the camera never lies.”

  7. Presentation 2014 • Assessment Criteria • Focussedon a well‐formulated knowledge question  Clearly connected to a specified real‐life situation Convincing arguments Investigations of different perspectives •  Broader significance. • GLOBAL IMPRESSION MARKING aka holistic marking

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