This document introduces the IB framework and requirements for Theory of Knowledge (TOK). It highlights principles of TOK teaching at KGV, including exploring ways of knowing and areas of knowledge. Sample activities are illustrated to teach critical thinking skills in TOK, such as reflecting on different types of input used to gain knowledge and considering one's perspectives on what is known versus unknown. The goals of TOK are discussed, including inquiring into known topics, challenging assumptions, and considering implications.

1. Introducing TOK - a Practical Vehicle to Teach Critical, Creative and Applied Thinking Skills Aims Explore the IB framework and requirements for TOK Highlight some principles of KGV’s programme Illustrate some TOK teaching practices

2. Starter ActivityWho is this and what is he perhaps most well known for?

3. How did you know (anything)? Reflect on the different types of ‘input’ you used TOK refers to these as ‘Ways of Knowing’ (WOK’s) Reflect on any specific ‘frames of reference’ TOK refers to these as ‘Areas of Knowledge’ (AOK’s)

4. The Rumsfeld Paradigm ‘As we know, there are known known's. There are things we know. We also know there are known unknowns. That is to say there are some things we know we don’t know. But there are also unknown unknowns, the ones we don’t know we don’t know.’

5. Your Current TOK Perspectives Things you already know ie your ‘known known’s’ Things you know you don’t know ie your ‘known ‘unknowns’ Bonus prize to anyone who can list their ‘unknown unknowns’! So… Feedback from Prior Reflection Questions 1) What do you understand TOK to be ABOUT? 2) What do you understand TOK to be FOR? 3) Can you give an example of where you have encountered TOK issues? 4) Does being a really good (IB) teacher require you to understand TOK?

7. PREVIEW OF ‘KNOWERS & KNOWING’ What does it actually mean ‘to know’ something? You must be able to define this! What is YOUR ‘picture of knowledge’? It might be useful to actually draw an image! How do YOU come ‘to know’ something? Consider how this could be unique to you!

8. PREVIEW OF ‘WOK’S’ The ‘Ways of Knowing’ are tools and/or filters for acquiring and understanding knowledge. KEY LEARNINGS – WOK’s are; ‘Double-edged swords’ a) Sources of knowledge and b) Obstacles to knowledge 2) Their roles vary within the different ‘Areas of Knowledge’.

9. PREVIEW OF ‘AOK’S’ The ‘Areas of Knowledge’ are subject areas and/or disciplines in which knowledge is frequently classified KEY LEARNINGS – AOK’s help us to; 1) Understand the conceptual and methodological reasons for classification Explore how comparisons and contrasts between disciplines serve to; a) Clarify such partitioning of knowledge and b) Challenge such partitioning of knowledge

11. Challenging the ‘obvious’

12. Researching detail

13. Thinking about meaning

14. Defining what things are or might be

15. Considering my experience and where I stand

17. Task Debrief In what ways are your maps similar and/or different to other people’s maps? What part of the world is in the centre? What part(s) have you drawn in the greatest detail? Why is that? What parts of the world have you drawn in little detail (or even left out)? Why is that? Looking at your map, what can we conclude about your picture of the world?

18. Development: Task 2A Consider these three ‘professional’ maps of the world: Which is most familiar to you? Why? Which seems most “right”? Why? Do any of the maps seem “wrong”? Why?

19. Map 1 What ‘knowledge’ (or view) of the world does this map convey?

20. Map 2 What ‘knowledge’ (or view) of the world does this map convey?

21. Map 3 What ‘knowledge’ (or view) of the world does this map convey?

22. Task 2B Watch clip 1 (T drive) What do we learn about how country ‘size’ belies a country’s geopolitical influence on the global stage? Watch clip 2 (T drive)

23. Task 2A/B De-brief Knowledge comes both from direct experienceand information provided by others THREE types of knowledge: Experiential – i.e. knowing something by direct, face-to-face encounter with her/him/it. Practical – i.e. knowing how to do something i.e. a skill or proficiency (e.g. learning how to swim) Propositional – i.e. knowledge of facts or truths stated in propositions; entirely language-dependent e.g. knowledge that all horses are mammals (i.e. told)

24. TOK Journal Reflection How have today’s mapping activity, discussion/debrief, and West Wing clips challenged: Your view of knowledge? Your understanding of what you know and don’t know? Your own picture(s) of knowledge?