How do we help teachers*

1
New TOK Thinking for the Subject Area World

• How do we help teachers
• understand what TOK
• means for their subjects?
• Note The same strategy can be used with TOK
  students!

2
Where can you get more handouts?

• All handouts, PPTs, and lesson materials are
  available NOW on my website.
• http//home.comcast.net/cphenlymbk2006/
• If you have my business card, you have the URL.

3
Scroll Down
4
(No Transcript)
5
The Foundation for Critical Thinking
6
The Logic of Science

• Packet page 1

7
The Logic of Ethics

• Packet page 2

8
The Logic of Any Subject Area

• Packet page 3-4
• Structural Framework
• Metacognitive
• TOK-type considerations
• Interactive (not passive)

9
Samples Available on Website p. 13

• Blank Chart for use with students and teachers
• Philosophy sample prepared by Carolyn Henly as a
  model (packet p. 5-6)
• Literature sample written by IB and Pre-IB
  teachers
• World Languages sample written by IB and Pre-IB
  teachers
• Social Studies sample written by IB and Pre-IB
  teachers
• Natural Science sample written by IB and Pre-IB
  teachers
• Three History samples produced by students

10
Revised Framework

• Packet page 7-8
• Tailored for TOK
• More specific
• Breaks concepts down into smaller units

Your Turn!
11
Student Assessments of this Version

• I thought this version was simpler and enforced
  the concepts in smaller portions so I think this
  version will be easier to understand and study
  from than the older version.--Navid

12
Student Assessments of this Version

• The Values reflected in the purpose was really
  hard. I was very confused about the questions
  box. Is it questions that a person studying
  mathematics or history should be asking or just
  general questions about the Area of Knowledge.
  --Nam

13
Student Assessment of this Version

• One thing that I liked about the new one, is
  that it takes into account the values reflected
  through the nature of the area of knowledge both
  in its purpose and its mechanisms for making
  knowledge. Also, I think it is very thoughtful
  that you placed a spot for Barriers to
  certainty and right below it, the mechanisms
  for making knowledge designed to overcome
  barriers. I think that strategy will help
  students understand the what are the processes/
  methods for making knowledge? as part of the
  three essential questions for all areas of
  knowledge.

14
Student Assessment of this Version

• Not only that, but by placing the keyword to
  overcome barriers it makes it clear to students 
  that knowledge CAN be made even when there are
  limitations for making knowledge, otherwise we
  would not have to study those areas of knowledge
  in school.  I know that as we studied some areas
  of knowledge, I was very confused, due to
  numerous limitations pointed out for making
  knowledge, about whether we could make any real
  valuable knowledge at all, especially in the
  Arts. --Diego

15
Samples Available on Website p.14

• Blank Chart for two-subject comparison
• Sample Two-Subject comparison chart (Natural
  Science and Ethics) prepared by Carolyn Henly
• Two Sample Two-Subject comparison charts
  (Mathematics and History) prepared by students

• Blank Chart for One Subject
• Sample One-Subject Chart (Natural Science)
  prepared by Carolyn Henly (packet p. 9-10)
• Sample One-Subject Chart (History) prepared by a
  student

16
Possible Related Activities Faculty

• Comparison-contrast of subject areas
• Discussion of different versionshave teachers
  work in groups to develop a version that they
  agree upon (this requires justification, even if
  they cannot eventually complete the task)

• Revisit the chart at the beginning of each year
  for refining and review
• Use of ideas on the chart for lesson-planning
  (this is particularly easy in terms of the
  identification of important questions and
  concepts)
• Provide teachers with copies of student-made
  charts

17
One Use for Teachers

• Packet page 11-12

18
Possible Related Activities Student

• Pre- and Post-unit reflection
• Comparison-contrast of subject areas for students
• Discussion of different versionshave students
  work in groups to develop a version that they
  agree upon (this requires justification, even if
  they cannot eventually complete the task)
• Use of completed charts as review for TOK
  presentation and essay

19
TOK Course Companion
20
Presentation Prepared by

• Carolyn P. Henly
• Meadowbrook H.S.
• 4901 Cogbill Rd.
• Richmond, VA 23234
• 804-743-3683
• Carolyn_henly_at_ccpsnet.net
• http//home.comcast.net/cphenlymbk2006

21
The End