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Theory of Knowledge How do we know? Is knowledge created or discovered?  The evolution of knowledge is toward simplicity, not complexity.  L. Ron Hubbard This document will outline two years worth of the IB Theory of Knowledge Syllabus. This document will outline the topics to be discussed over the two years of this course. Name: David Allan Date:08/02/2014 11th and 12th Grade IB Theory of Knowledge Unit Learning Objectives: Student's will be able to identify the 8 way of knowing (WoK) (Language, Emotion, Sense Perception, Imagination, Intuition, Memory, Faith and Reason) Student s will be able to identify the 8 areas of knowledge (AoK) (Mathematical, Human Sciences, Natural Sciences, History, Arts, Ethics, Religious and Indigeous Knowledge Systems) Students will be able to explain their own personal definition of each way of knowing. Students will be able to define the strengths and weaknesses of the 8 ways of knowing. Students will be able to explain the knowledge framework for the 8 areas of knowledge. Students will be able to explain the link between justification and evidence Students will be able to give a definition for each shared and personal knowledge. Students will be able to explain the links between shared and personal (tactic) knowledge. Students will be able to define and give examples of knowledge claims. Students will be able to identify and explain the types of knowledge. (factual/practical) Students will be able to define truth. Students will be able to properly unpack a knowledge question. Students will be able to identify and explain counter claims Students will be able to draw links between multiple ways of knowledge. Students will be able to explain how the strengths and weaknesses of a way of knowing are observed within the context of areas of knowledge. Yearly Assessment: Students will be given short papers throughout the two years which mirror the external assessment process. Students will be asked to produce several presentations that incorporate real life situation and focus on analysing knowledge questions. Students will be assessed on their in class participation on a weekly basis. During Year Two: Students will produce at 1600 word essay for their External Assessment During Year Two: Students will present a 10-30 minute presentation on the knowledge issues associated with a real life situation. Calendar: LessonActivity (topics)Assessment1. Week 1 - Introduction to ToK.  What is Theory of Knowledge? The teacher will give an introductory presentation on the nature of the class, aims and objectives. Students will be asked to read a verse from Songs from Myself by Walt WhitmanStudents will be asked to answer the question,  What is Theory of Knowledge ? Students will then be instructed to take the time to write a 300-500 word response to the Whitman Poem. What is the message of this poem and how does it relate to Theory of Knowledge?2. Week 2  What is a Knowledge Question? What is a Knowledge Question? The teacher will present a real life situation and the subsequent knowledge questions associated with it. Students will then be asked to brainstorm real life situations. Students will be taught the superset method for developing knowledge questions for real life situationsStudents will be asked to identify and develop knowledge questions for three original real life situations. Students will list all of the super sets that exist in their real life situations and show how they can be effectively linked to develop knowledge questions. 3. Week 3  Types of Knowledge How do you understand? The teacher will explain the difference between Personal, Shared Knowledge, as well as their links to Practical and Factual Knowledge Students will be asked to analyze the following questions: How proficient must we me at a skill before claim we have it? Can you swim if you can swim for one meter? How about 10 meters? How about 50 meters? If a man has one whisker does he have a beard? How about 10, 50, 500, etc? If you can play a note on a guitar are you proficient? How about a chord? Three chords? Explain how you have decided when proficiency is obtained. What do we mean when we say we know? What do we mean when we say we know a person? Can others know us better than we know ourselves? Do Unicorns Exist? How do we define the word  exist ? Can we really know about things that do not exist? How?4. Week 4  Justification and EvidenceThe teacher will ask students to define justification and evidence. They will guide a discussion which links them Presentation on one of two knowledge questions. Presentations  Questions to Present on  To what extent do we evaluate evidence before making a judgement, and to what extent do we look for evidence to support our judgements? Or How does the importance of justifying our beliefs differ across different areas of knowledge? Choose one  consider how you might develop it for a presentation. Select real life situations that you might use as evidence to support and counter arguments. 5. Week 5 - Explain Presentation FormatCover IA Rubrics Students will then be given time to work on their presentations and ask questions regarding format and styles. 6. Week 6  Presentations Students will present during week 6Students will present their answer to one of the two questions assigned the week before7. Week 7  Presentations (continued)Students will finish up presentations Week 7Students will present their answers (continued)8 Week 8  What are you Certain of?Review Presentations  Look at strengths and areas of improvement. Review again the propose of ToK as a Class. Ensure students have a clear definition of Truth, Knowledge, Proof, Evidence, Justification and What a Knowledge Issue is. Use IB Rubics for Review. Short Quiz on TOK Terms. Grade quiz in class and discuss results 8. Week 8  The Problem of Knolwedge: Common Sense and CerttaintyWays of Knowing in Brief: Introduced Lagugage, Perception, Reason, Emotion, Memory, Faith, Intutiion and ImaginationExit Ticket  What are ways of knowing? Name one strength and one weakness for each.9. Week 9  The Problems of Knowledge Areas of Knolwedge  Introduce History, Math, Natural Sciecne, Human Sciences, The Arts, Ethics, Religious Knowledge Systems and Indigenous Knowledge SystemsExit Ticket - Why does we catagorize knowledge into these areas?10. Week 10  The Problems of Knowledge relativism and Who Cares? Understanding and Assessing different levels of skepticism. Reading: http://www.theskepticsguide.org/resources/logical-fallaciesPaper  300-500 Words due next class. What is Skepticism? When is it healthy? What are it's draw backs? 11. Week 11 - The Nature of Knowledge  Knowledge Justified as True Beliefs and Levels of KnowledgeStandard's for Measuring True beliefs. Review what is a good Knowledge Issue? What is a bad knowledge Issue? Create  5 good KI's and explain what they are investigating and how they fit the criteria for a good KI. 12. Week 12 - The Nature of Knowledge  Perspectives on True Belief  Plato Socates, Thucydides, Second Hand Knowledge and Conclusions. Look at the development of the historical prespective of knowledge. Analyze the difference between first and second hand knowledge13. Week 13  Ways of Knowing  Language What is Language? Tower of Babel/Ted Talk Strengths and Weaknesses Links to shared and personal knowledge Exit Ticket - Describe this way of knowing in relation to your other six IB subjects. Homework  Write instructions on how to tie your shoes. Then video record your younger brother/sister/cousin trying to follow the directions. What we the challenges? Further Analyze the challenges. DO NOT HELP THEM! 14. Week 14  Ways of Knowing - EmotionWhat is Emotion? Are emotions Universal?Can or should we control our emotions? Are emotions the enemy of, or necessary for good reasonsing? Are Emotions always linked to Belief? Strengths and Weaknesses Exit Ticket  Describe this way of knowing in relation to your other six IB subjects. Explain Emotions internaction positively and negatively with each? Where does it enhance vs. Distort knowledge? 15. Week 15  Sensory PerceptionWhat is Sense Perception? Ted Talk on Senses and Deception. Strengths vs WeaknessesDiscussion: To what extent can we trust our senses to tell us the truth? To what extent can sensory perceptions be shared? Find an optical illusion, shared it with the class. Explain the trick and repeat. Then answer the following question: Are your senses still fooled? How can the brain be fooled even when we know what the trick is? 16. Week 16  Ways of Knowing - ImaginationWhat is Imagination? Have the students define imagination. Explain Strengths and Weaknesses.  Discussion: How does the role of imagination differ between the Arts and the Sciences? Exit Ticket  To what extent must imagination be shared if it is to lead shared knowledge? 17. Week 17  Ways of Knowing  Intuition What is Intuition? Define Strengths and Weaknesses Presentation  What is intuition and when can we trust it? How far can we trust our intuition? How is intuition informed by other ways of knowing? Give examples18. Week 18  Ways of Knowing  Memory What is Memory? Define Strengths and WeaknessesExit Ticket  Explain how culture, science, religion, mathematics, ethics, arts, human science or indigenous knowledge systems are informed by shared memories? To what extent are they products of personal knowledge? MID TERMS19. Week 19  Ways of Knowing  Faith What is Faith? Define Strengths and WeaknessesExit ticket - To what extent is Faith dependent on others? Does who and how many people influence our level of faith? What else influences our levels of faith? 20. Week 29  Ways of Knowing - ReasonWhat is Reason? Define Strengths and WeaknessesWhy do you think people tend to associate faith with religion and reason with science? Are these are associations reasonable? Can you make a counter argument for those statements? Written Assignment  500 words  How do we decide which knowledge claims to trust when our personal knowledge is at odds with knowledge that is widely shared. Or: When, if ever, should society allow personal knowledge claims to change shared knowledge? 21. Week 21  Introduction to Areas of KnowledgeExplain  Scope, Methodology or Language, Application and Key Concept. Activity  Break the class into groups, assign each group a framework term. Allow groups to research and explain their term. Then jigsaw the groups together to exchange their understanding. 500 Word Response  Choose one of the following aspects of the knowledge frame work: scope, applications, methodology or language, and key concepts. Explore how this aspect of the frame work relates to what we know in two areas of knowledge. Ex: Explore methodology in human sciences and history or alternatively the scope and application of religious knowledge systems and scienceWeek 22  Introduce Mock EA's Present May 2015 Present EA requirements  1600 words and the common challenges that student face. EA quetions - Look at one quesiton  Areas of Knowledge to be investigated? What is the quetion getting at? What are the potential knowledge issues? Examples of Real Life Situations to be drawn upon? What are the challenges of this particular question? Explain what makes of a good introduction. What needs to be covered. http://xmltwo.ibo.org/publications/DP/Group0/d_0_tokxx_tsm_1305_1/samples/essay_template_enStudents will be assigned the task of writing their introduction for next week. (300 words or less)Week 23  Mock EA'sReview with students sample EA's from IBO from previous years. Explain comments and how the examiners will be assessing their work. Students will be given any time left to ask questions as Mock Essays wil be due Week 25. Week 23  Areas of Knowledge - MathematicsIs Math Discovered or Invented? Examine Numbers, Geometry, Applied Mathematics, Mathematical Proofs, Axiomatics, Logic. Resources  HYPERLINK "http://www.huffingtonpost.com/derek-abbott/is-mathematics-invented-o_b_3895622.html"http://www.huffingtonpost.com/derek-abbott/is-mathematics-invented-o_b_3895622.html Debate  Is math invented or discovered? Students will research and debate both sides of this argument. They will be asked to justify how they know what they know in relation to Math s interactions with the Ways of Knowledge. WeeWeek 24  Math ContinuedDebateTeams of Two will Debate whether Math is invented or Discovered. Week 25  Areas of Knowledge  Natural SciencesTo what Extent is our knowledge of Science certain? Scientific Method The Problems with Data and Time Science and Reality Theories Repeatability Links to Ways of KnowingPresentations will be assigned under the following questions: - What is the relationship between the natural sciences and social responsibility? Choose a single recent scientific and/or technological development as a focus. Consider its ethical implications. Who bears the moral responsibility for directing or limiting development of such knowledge? On what basis can that responsibility be justified? Week 26  Natural Science ContinuedPresentationPresentationsWeek 27  Natural SciencPresentations ContinuedPresentations Week 28  Areas of Knowledge  Human SciencesAre Human Sciences really  Science ? Methodology Observation (Participatory/Non-Participatory) Controlled Experiments Surverys Statistical Analysis Thought Experiments Eye Witness Testimony  How reliable is an eye witness when it comes to criminal convictions?  HYPERLINK "http://www.sciencebuddies.org/science-fair-projects/project_ideas/HumBeh_p014.shtml" \l "procedure"http://www.sciencebuddies.org/science-fair-projects/project_ideas/HumBeh_p014.shtml# After reviewing the surveys for accuracy, students will be asked to analyze why they were unable to accurately recall the situation. How did their WoK succeeded and failed?Week 29 Human Sciences Continued Students will look be asked to identify a case study and analyze particular issues with that study. Discussion: Socratic Seminar: What steps could be taken to improve accuracy when studying the Human Sciences? Students will explain the study and then where it succeeded and improvements that could be suggested based on their understanding of Human Sciences.Week 30  Areas of Knowledge - HistoryHow do we decide on the level of significance and accuracy of a historical event? Historical Knowledge  Objective vs Subjective Shared vs Personal Knowledge in History Methods of Production/Compared to Methodology of ScienceThe Beginning of a golden age! - Write a short two page letter to the future beginning with,  20?? Was the dawn of a golden age&  Include things from the last year that prove this statement. Discuss technology, social movements, culture, etc. - Students will then be asked to defend their choices, investigate their biases answer the question, what shapes history? Week 31  History ContinuedStudents will read their two pages aloud to the class. - Students will then be asked to identify what they think is the most and least significant event, discovery, etc included in each persons account of the year. Students will then be asked to write a response on the least significant details in each. First they will explain why they feel that, that particular detail is important to explaining the dawning of the golden age. They will then be asked why that details might be an important fact, idea, proof, etc in explaining the dawning of a golden age. Week 32  Areas of Knowledge - Arts  Those who create art have a moral duty ? Is this true and if so how does it impact our production of knowledge? What is Art? Define Subjective vs Objective understanding of Arts (strengths and weaknesses of both) Links between Culture, Ethics and Commercial Value in Art. Methodology  links to WoKExit Ticket  Do Artists have a moral duty? If so what is it? If not, why not? Week 33  Art and Knowledge Issues. Find a RLS involving Media and Advertising. - Develop a Knowledge Issues and a 5-15 Minute presentations on the topic. Work Period on Presentations groups of 1-3Week 34  Art continuedArt presentations (practice for IA's)Presentations Week 35  Areas of Knowledge - EthicsCan we know for certain what is right and wrong? Sources of Ethical Knowledge Relative vs Universal Ethics Methodology in Ethics Deontological and Consequentialist TheoryWritten Respose -To what extent are you involved with ethics? How is your perception of the world, and your position it in, affected by ethics? To answer these questions  Examine a real life situation and how ethics interacts with one other way of knowing to develop knowledge in that situation. Week 36  EthicsContinuedWeek 37  Areas of Knowledge  Religious Knowledge SystemsWhat roles might the different ways of knowing play when assessing a  miracle ? What is religious knowledge? Language in relation to Religion Where is information derived from? Direct and Indirect Revelations, Miracles, Religious Authorities and Tradition. Methodology Answer one of the following questions: What are the arguments of those who say ethics and religion are inseparable? To what extent are religions supported by ways of knowing other than faith? How similar are the world s religions? Is it possible to possess both a scientific and religious outlook on the world? Week 38  Religious Knowledge Systems ContinedWeek 39  Areas of Knowledge  Indigenous Knowledge SystemsAre superstition and indigenous knowledge different? Explain using at least two ways of knowing. Define Where is information derived from (Language, Praxis and Authority) Methodology.To what extent are you involved with indigenous knowledge systems? How is your perception of the world, and your position it in, affected by indigenous knowledge systems? - Create a video which shows (their real or re-enacted) how Indigenous Knowledge System affect your life. Week 40  Indigenous Knowledge SystemsReview VideosReview Videos in Class. Fellow student will explain how the norms and customs in each video are representative of Indigenous Knowledge Systems. Week 41  EA ReviewQuiz  On AOK's Theoretical Frameworks: Teaching Theory of Knowledge with Big Ideas: The first framework that I have addressed in assembling this unit, is the concept of using a Big Idea to teach Theory of Knowledge (ToK). This theoretical frame work based on the idea that a central statement or question can become the focus or basis for enquiry for the entire course. We will then focus on smaller but equally important central questions on a weekly basis. In the case of Big Idea teaching and learning we are embracing the concept that less is indeed more by creating a single linchpin idea for students to return to that assists them with understanding how each lesson within a unit relates to each other in the overall context of the class. Therefore the big ideas of the class, and subsequently the ones used to tie each unit together compliment the curriculum as a way to organize the material that needs to be covered while making it relevant to the students in the class. For this class, I have posed the essential question, How do we know? Is knowledge created or discovered? By having this theme of repeated inquiry and discovery, it allows me to show that the themes we are studying are inter-related. These themes and ideas all come together in relation to knowledge. The question asks students to examine how they understand and construct knowledge for themselves. Students' are more likely to engaged when they can see the reflection of the material in a personal and real life context. Differentiated Instruction: Differentiated instruction is the ability of the teacher to adjust the methods of delivery to meet the needs of children in their class. As we all understand that people are different and their learning styles would confirm that, to properly educate a variety of children in their class, teachers must take this into account. Differentiated instruction means that on occasion students will be given choice in regards their study materials and activities. Although all of the activities attempt to pass along the same information they are designed to reach as many different levels and styles of learning as is possible to address in one class room. In my lesson plan I have looked at focusing on different learning styles and incorporating as many as possible to a lesson plan to provide a variety of opportunities for students to understand the material. As we understand that individuals have different preferred learning styles, I think it is important to address students strengths and occasionally challenge them by forcing them adapt Students will always be given an equal opportunity to learn material in multiple styles. This also allows us to challenge students to develop a more holistic understanding of the material by engaging it in different methods and effectively allow them to do more, and understand the material deeper. This means that you will meet the mandated requirements for all the students in the class, but you will do so in a way that uses their talents most effectively. For the purposes of grouping patterns, I have used both Homogeneous and Heterogeneous grouping based on their reading and how they jigsaw together. There were also times when a whole class approach was used with differentiated readings to get the entire group involved in the process. By using these different grouping strategies and constantly changing them you can address the literacy and learning style needs of children without them knowing what you're doing. 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