beijing china october 2008 n.
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ToK workshop in mandarin

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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