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ToK workshop in mandarin

Beijing, China - October 2008. ToK workshop in mandarin. Agenda. Workshop Housekeeping Materials check ToK Guide Cell phones Attendance Contact info collection Pass paper out to collect participants name, email, school, telephone. Agenda. Workshop Goals Why ToK

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ToK workshop in mandarin

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  1. Beijing, China - October 2008 ToK workshop in mandarin

  2. Agenda • Workshop Housekeeping • Materials check • ToK Guide • Cell phones • Attendance • Contact info collection • Pass paper out to collect participants name, email, school, telephone

  3. Agenda • Workshop Goals • Why ToK • ToK Course 1 - Introduction • Knower, Knowing, Knowledge Issues • Learner-Centered ToK Lessons • Why Learner-centered? • Ways of Knowing • Areas of Knowledge

  4. Agenda • Assessment • Academic Honesty • Presentation • Essay • ToK Course 2 – Course Plan • Teaching Resources • OCC • Books • Others • Workshop Evaluation

  5. Workshop Goals

  6. Workshop Goals • How best to accomplish the goals? • Expectations of the Workshop

  7. Agenda • Workshop Goals • Why ToK • ToK Course 1 - Introduction • Knower, Knowing, Knowledge Issues • Learner-Centered ToK Lessons • Why Learner-centered? • Ways of Knowing • Areas of Knowledge

  8. Why ToK? • IBO Mission Statement • – see ToK Guide • What are the key words in the Statement?

  9. Why ToK? • IBO Learner Profile • – see ToK Guide • How does this document relate to the IBO Mission?

  10. Why ToK? • International-Mindedness in Schools • – see Workbook • How does this document relate to the IBO Mission?

  11. Why ToK? • ToK Aims • -- see ToK Guide • How does this document relate to • the IBO Mission? • IB Learner Profile? • International-Mindedness in Schools?

  12. Why ToK? • ToK Objectives

  13. Why ToK? • ToK in Diploma Program • In the center • Failing condition

  14. Why ToK? • Impact on Students • 世界观更加全面, 深刻, 富有批判性

  15. Why ToK? • ToK Objectives IBO Mission Learner Profile School International-Mindedness ToK Aims ToK Objectives: Students!

  16. Why ToK? • Why is ToK important to Chinese students today? – See Workbook • How does ToK benefit a Chinese student today? • 1. • 2. • 3. • 4. • 5. • 6.

  17. Why ToK? • What are the challenges facing you to achieve a successful ToK course for Chinese students? – See Workbook • 1. • 2. • 3. • 4. • 5. • 6. • These challenges must be taken into consideration when planning for • ToK Course • Lessons

  18. Agenda • Workshop Goals • Why ToK • ToK Course 1 - Introduction • Knower, Knowing, Knowledge Issues • Learner-Centered ToK Lessons • Why Learner-centered? • Ways of Knowing • Areas of Knowledge

  19. ToK Course 1 - Introduction • The ToK Diagram(s) -- see ToK Guide How do I know? The Knower – In the center What do I know?

  20. ToK Course 1 - Introduction • The ToK Diagram(s) -- see ToK Guide Linking Questions

  21. ToK Course 1 - Introduction • What is a successful ToK course? • It should be _______________ kind of experience for the students? • Brief discussion

  22. ToK Course 1 - Introduction • What is a successful ToK course? • “A life-changing experience” for the student

  23. ToK Course 1 - Introduction • Course expectations

  24. ToK Course 1 - Introduction • Discussion is crucial to the ToK course • How should students participate in discussion? • Expectations should be made clear to students

  25. ToK Course 1 - Introduction • How should students participate in discussion?

  26. Agenda • Workshop Goals • Why ToK • ToK Course 1 - Introduction • Knower, Knowing, Knowledge Issues • Learner-Centered ToK Lessons • Why Learner-centered? • Ways of Knowing • Areas of Knowledge

  27. Knower, Knowing, Knowledge Issues

  28. Knower, Knowing, Knowledge Issues • Knower – Activity 1: see Workbook • What do you know … and how do you know…?

  29. Knower, Knowing, Knowledge Issues • Knower – Activity 2: see Workbook • Write down one belief you used to hold, but no longer hold to be true • Consider what factors influenced your belief • Then write down what you believe now and the factors that have influenced it

  30. Knower, Knowing, Knowledge Issues • Knower – Activity 2 … continued • What impact do you – the knower – have on your knowledge claim?

  31. Knower, Knowing, Knowledge Issues • Knower – Activity 3 : see Workbook • Perspectives: • The Map is not the Territory – Lesson 9 from ToK Lessons from Around the World

  32. Knower, Knowing, Knowledge Issues http://www.math.nus.edu.sg/aslaksen/pictures/tz.jpg

  33. Knower, Knowing, Knowledge Issues http://www.phnx-international.com/Pictures/Photogallery%20-%20Job%20Locations/World%20Map%20with%20Job%20Locations%204x2%204-15-2005.jpg

  34. Knower, Knowing, Knowledge Issues http://flourish.org/upsidedownmap/hobodyer-large.jpg

  35. Knower, Knowing, Knowledge Issues • Nature of Knowing – Activity 1 : see Workbook

  36. Knower, Knowing, Knowledge Issues • Nature of Knowing – Activity 2 : see Workbook • What do the following words mean? Define.

  37. Knower, Knowing, Knowledge Issues • Knowledge Issues • What is knowledge? • Knowledge, belief, truth? • How do we know? • How much can we know? • How can we be sure that what we know is correct?

  38. Knower, Knowing, Knowledge Issues • Knowledge Issues

  39. Knower, Knowing, Knowledge Issues • Knowledge Issues • Knowledge Issues are crucial to Assessment tasks • How do I pick out knowledge issues? • What do I do with knowledge issues?

  40. Knower, Knowing, Knowledge Issues • Knowledge Issues – How to find them? • Activity 1: • Divide class into groups of 3-4 • For each group • Collectively decide on a recent international event to explore • Each member of group looks for a newspaper article on the event – from different country sources • Each member identifies • the knowledge claims • Knowledge issues • Justification for knowledge claims • Each group meets to discuss, then sends a representative to present to the whole class

  41. Knower, Knowing, Knowledge Issues • Knowledge Issues – How to find them? • Things to think about: Adapted from Eileen Dombrowski, et al.

  42. Knower, Knowing, Knowledge Issues • Knowledge Issues – How to find them? • Activity 2: see Workbook • Article exercise on a recent event • Which article do you believe the most and why?

  43. Knower, Knowing, Knowledge Issues • Knowledge Issues – What to do with them? • The trap of skepticism / relativism Prejudice, Certainty Relativism, Skepticism

  44. Knower, Knowing, Knowledge Issues • Knowledge Issues – What to do with them? • The trap of skepticism / relativism Source: Richard van de Lagemaat

  45. Knower, Knowing, Knowledge Issues • Knowledge Issues – What to do with them? • The trap of skepticism / relativism • Debate: Do you agree with the following quotation? But my view is that there is such a thing as being too open-minded. I am not open-minded about the earth being flat, about whether Hitler is alive today, about claims by people to have squared the circle, or to have proved special relativity wrong. I am also not open-minded with respect to the paranormal. And I think it is wrong to be open-minded with respect to these things, just as I think it is wrong to be open-minded about whether or not the Nazis killed six million Jews in World War II. -- Douglas Hofstadter. Source: Richard van de Lagemaat, p13 • Question: Can one be open-minded about whether or not the Nanjing Massacre occurred?

  46. Knower, Knowing, Knowledge Issues • Knowledge Issues – What to do with them? • The Critical Thinker

  47. Knower, Knowing, Knowledge Issues • Knowledge Issues – What to do with them? • How to move beyond skepticism / relativism

  48. Knower, Knowing, Knowledge Issues • Knowledge Issues – What to do with them? • Consideration of counterclaims is crucial • But, counterclaims must be evaluated and a conclusion should be drawn • Must move beyond relativism

  49. Knower, Knowing, Knowledge Issues Adapted from Ric Sims IB workshop

  50. Knower, Knowing, Knowledge Issues Adapted from Ric Sims IB workshop

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