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TOK PRESENTATION INTRO
Transcript of TOK PRESENTATION INTRO
Today & Tomorrow: TOK workshop- Overview, Rubric, Good RLSs, Extracting KQs, Structuring your presentation, TKPPDs, time to work.
In class sessions: Next week through June 22. Three meetings with supervisor.
June 23: Presentations. Collapsed Timetable. 2 sessions: Morning & mid morning.
The presentation uses TOK concepts and vocabulary entirely superficially, or simply as "markers" for TOK
Example Topic: The logic behind the school's technology policy
The student who uses this topic is likely intending to summarize the arguments for and against the technology policy, and using "reason"consistently, yet incorrectly, throughout.
One examiner wrote: "in many cases it seemed that the students did not have a grasp on the real life situation and spent much time thrashing about in unclear and waffling exploration, with students seemingly pulling WOKS out of a hat and attempting to insert them into their presentations. It was if they knew they had to mention TOK terms but really had no idea how to do so, having minimal grasp of their concepts"
The presentation is not grounded in a Real Life Situation
Example Topic: If everyone could kill 1 person, what would happen?
This is an entirely hypothetical question. there is no real life situation or knowledge issue to focus the presentation.
The presentation concerns itself with and ethical topic introduced as a two sided debate in which the presenter in the end abstains from judgement.
Example topic: Is the death penalty ethical?
Often students are tempted to treat presentations related to ethics as an opportunity to recite arguments "from both sides". Listing reasons or arguments does not fulfill the requirements for good marks on the TOK assessment. Rather, students should develop "an investigation into how one came to believe in those reasons".
The presentation is simply descriptive to the exclusion of analysis
Example topic: Post traumatic stress disorder in Rwanda after the genocide
This topic is more suited for an EE, as the links to the acquisition of knowledge are limited and difficult to identify.
"The vast majority of presentations I viewed were simple recitations of two sides of a controversial issue, with no attention to how the contrasting beliefs had been formed as a result of a process of learning. Many of these would have been competent - even excellent -presentations in another course (politics, history, sociology), but they were not appropriate for TOK, and in some cases were almost entirely irrelevant."
From Jeff Taylor's
TOK Presentation Tips
HAS THE STUDENT:
REAL LIFE SITUATION
CONCLUSIONS/ OUTCOMES OF ANALYSIS
DON'T OVERUSE YOUTUBE/VIDEOS.
ONLY WORK WITH PEOPLE YOU CAN TRUST!
EVERYONE WILL GET THE SAME GRADE
HAVE YOUR DIAGRAM IN YOUR
RESEARCH YOUR RLS WELL
YOUR KNOWLEDGE QUESTION SHOULD BE
CONCISE, RELEVANT, AND CLEARLY WORDED
BE CRITICAL OF YOUR OWN VIEWPOINT!
DON'T NECESSARILY CHOOSE SOMETHING
USE DIVERSE VIEWPOINTS
R GROUP (MAX 3)
RONT OF CLASS
HIRD OF YOUR GRADE
OTHER REAL LIFE SITUATION #1
OTHER REAL LIFE SITUATION #2
CITE OTHER'S IDEAS
MEDIA COVERAGE OF UK'S DECISION TO BREXIT
EDWARD SNOWDEN'S RELEASE OF NSA SECRETS
DISAPPEARANCE OF MALAYSIAN AIR FLIGHT 370
HISTORICAL INTERPRETATIONS OF VIETNAM WAR
CHINA WARNS JAPAN ABOUT SENAKU ISLANDS
HONG KONG'S FIGHT AGAINST NATIONAL EDUCATION
OBAMA'S VICTORY IN 2008 PRESIDENTIAL ELECTION
AN ARTICLE EXPLAINING DONALD TRUMP'S RISE
RYAN LOCHTE VS BRAZILIAN BATHROOM
A MODEL USED TO COMBAT ZIKA
SOMETHING INTERESTING TO YOU.
SOMETHING FROM WHICH YOU CAN EXTRACT A KQ.
NOT A VAGUE TOPIC, BUT A SPECIFIC EVENT.
ARTICLE CLAIMING GLOBAL WARMING IS A HOAX
RECOGNIZED KNOWLEDGE QUESTION
IS A KNOWLEDGE QUESTION THAT IS SPECIFIC TO THE REAL LIFE SITUATION.
"HOW DO WE KNOW IF GLOBAL WARMING IS A HOAX?
"HOW CAN WE BE SURE GLOBAL WARMING IS CAUSED BY HUMAN ACTIVITY?"
"WHY IS IT GENERALLY ASSUMED THAT GLOBAL WARMING IS CAUSED BY HUMAN ACTIVITY?"
"In what ways does emotive language/rhetoric affect our understanding of the natural sciences?"
WHAT IS YOUR ANSWER TO THE KNOWLEDGE QUESTION? HOW DOES YOUR ANSWER HAVE SIGNIFCANCE TO THE REAL LIFE SITUATION?
"The real life situation should not be a broad topic, but one “real life situation”. When candidates choose very broad topics such as ‘abortion’, ‘same-sex marriage’, ‘polygamy’, ‘ethics’, ‘art’ or ‘beauty’ they are unable, as one verifier put it, 'to hone in on a real world moment in which real people have real knowledge or beliefs which can be analyzed'. Such topics lead to sweeping generalizations as well as to hypothetical examples and bold, unjustified claims."
SUBJECT REPORT, 2013
"In addition, the presentation should be able to show how the process of application extends beyond the original situation to others, thus demonstrating why the presentation is important and relevant in a wider sense."
RLS: Attempted assassination of Pakistani girl Malala Yousafzai.
KQ: Why do we need a tragedy before we act on knowledge that we have?
RLS: Renaming of cities in India
KQ: To what extent do labels affect our perception?
RLS: Article on climate evolution
KQ: To what extent is a scientific explanation more convincing than other explanations?
RLS: UN warns of looming food crisis in 2013
KQ: How do we know what is a fact?
RLS: Bullfighting ban in Catalonia
KQ: How can we know when a tradition should be upheld?
RLS: The Ekeko amulet of the Andean Altiplano believed to bring monetary
wealth to its worshipper.
KQ: Why do people hold beliefs for which there is no evidence?
RLS: Wiki Leaks and the publication of secret information and news leaks.
KQ: To what extent is emotion a better guide to what is ethical than reason?
RLS: Salvador Dalí, an eccentric person
KQ: To what extent does it matter to know about an artist to understand his other art?
SUBJECT REPORT, 2013
DO NOT READ YOUR PRESENTATION
"A presenter turning his or her back on the audience in order to read large quantities of text from a projector (or reading from a script) is not delivering material in a manner consistent with the intentions of the task ... the teacher should stop the presentation and the candidate(s) restart properly on another occasion."
Subject Report, 2013
"Just as good writing enhances the clarity and persuasiveness of an essay, good speaking skills, while not part of the formal assessment, can enhance a presentation."
Subject Report, 2013
The majority of your presentation
A question more generally about the nature/production/discovery/reliability of knowledge and knowledge claims. It is open ended.
Answer your developed KQ
LOOK AT HOW THE KQ COULD BE APPROACHED FROM MULTIPLE PERSPECTIVES AND ANALYZE THOSE PERSPECTIVES. USE WOKS AND TOK CONCEPTS TO DO THIS.
WHAT IS YOUR PERSPECTIVE/ARGUMENT? HOW DID YOU DETERMINE YOUR KNOWLEDGE CLAIM? USE WOKS & TOK CONCEPTS.
SUBJECT REPORT, 2013
RELATE YOUR KQ TO OTHER REAL LIFE SITUATIONS, PREFERABLY IN OTHER AREAS OF KNOWLEDGE
IF YOU LOOKED AT LANGUAGE RELATED TO THE NATURAL SCIENCES AND GLOBAL WARMING, LOOK AT A RLS, POSSIBLY, FROM HISTORY WHERE THE USE OF EMOTIVE LANGUAGE PLAYS A ROLE IN BELIEF/UNDERSTANDING
IAIN MELVILLE, FORMER DP COORDINATOR, VICTORIA SHANGHAI ACADEMY, HONG KONG.
JEFF TAYLOR: FOR USING PARTS OF HIS PREZI ON THE TOK PRESENTATION IN THE "TIPS" SECTION
THE TOK COORDINATOR AT CHRIST'S HOSPITAL HIGH SCHOOL FOR RESOURCES IN THE "EXAMPLES" SECTION
WE WILL TALK MORE ABOUT THIS LATER.
described clearly the real-life situation that forms the launching point for the presentation?
extracted and clearly formulated a single knowledge question from the real-life situation?
identified and explored various perspectives in relation to the knowledge question, and deployed examples and arguments in the service of this exploration?
related the findings of and insights from the analysis back to the chosen real-life situation and showed how they might be relevant to other real-life situations?
REMEMBER ALL KNOWLEDGE QUESTIONS ARE ABOUT THE CONSTRUCTION/DISCOVERY/NATURE OF KNOWLEDGE!
IF YOU NEED HELP CONSULT KQ RESOURCES ON THE TOK WEEBLY!
Does not mention the Real Life Situation, but is applicable to it AND others.
"How do the sources we use impact the conclusions we reach?"
"What is the value of consensus in the acceptance of knowledge?"
TAKE TIME AND CARE TO FILL OUT YOUR PAPERWORK.
WE WATCH YOUR PRESENTATION, DISCUSS IT, AND AWARD A LEVEL. WE JUSTIFY YOUR GRADE ON THE TKPPD FORM AS BEST WE CAN
BUT THE EXAMINER NEVER SEES YOUR PRESENTATION. THEY BASE YOUR MARK ON WHAT YOU HAVE DONE IN THE PAPERWORK!
IF YOUR PAPERWORK IS CONFUSING OR UNCLEAR, YOU MAY BE MARKED DOWN.
WHAT ARE COUNTER ARGUMENTS TO YOUR ARGUMENT. COMMENT OF STRENGTHS AND WEAKNESSES.
A GOOD TOK PRESENTATION? WHAT SHOULD
A STUDENT DO IN ORDER
TO DO WELL?
SUBSIDIARY KNOWLEDGE QUESTIONS
THESE ARE KNOWLEDGE QUESTIONS THAT ARISE IN THE EXPLORATION OF YOUR MAIN KQ.
THEY DO NOT HAVE TO BE EXPLORED IN DETAIL, BUT INCLUDING THEM THEM SHOWS GOOD ANALYSIS
A RECOGNIZED KQ IS NOT REQUIRED, BUT IT IS A GOOD PLACE TO START, AS IT CAN LEAD US TO A DEVELOPED KQ.
A DEVELOPED KQ IS MOST DEFINITELY REQUIRED, AS ITS THE BASIS OF YOUR PRESENTATION