Tuesday, April 15, 2014

Unpacking Knowledge Frameworks

Classwork: Unpacking Knowledge Frameworks

Tuesday, 15 April (we'll also use some of next class on Thursday)
  • Form five groups, each representing one component of the TOK Knowledge Frameworks (KF).
  • Read, analyse, and "unpack" the meaning of the knowledge framework category and the questions under that component.
  • Write down questions you have, ask them, and try to resolve answers, supporting your ideas with real examples from the AOK, the arts and human sciences - you may refer to specific fields of study, eg, sculpture, poetry, anthropology, or economics.
  • Contribute to a class document on Unpacking Knowledge Frameworks
    • Explain your KF component & questions in your own words.

Friday, April 4, 2014

Imagination as a WOK: Can creativity be taught?

CW: Identifying relevant TOK concepts, writing knowledge claims, constructing knowledge questions
  • By the way, the lesson title question, "Can creativity be taught?", is not a good knowledge question, because it's written in a yes/no answer format.
Handout: Understanding knowledge questions (you already have this)
  • Review the "shock art" example, and the follow-up TOK analysis
    • knowledge claim
    • central TOK concept
    • possible associated TOK concepts
    • WOKs
    • AOKs
    • converting knowledge claim to knowledge question
Next, we'll watch as a class, the most watched TED talk of all time, "Do schools kill creativity?" [20:03]

Then read the BBC Future article, Can creativity be taught?

Before the end of class, in pairs, write at least one knowledge claim, based on the video and reading.
  • Be sure to show me your knowledge claim(s) for credit!
Next time, we'll complete an outline for a TOK analysis (as above) on your "creativity" knowledge claim(s), and practice writing good knowledge questions.
  • Knowledge questions are important for you to write and include in TOK work (essays and presentations)
  • We'll use the KQ practice to go back into your sense perception essays to evaluate and improve them.

Thursday, March 27, 2014

Imagination as a Way of Knowing

Reminder: Blog post on "Turning powerful stats into art" due on on Friday, 28 March

Imagination as a WOK - two activities
[Adapted from Dombrowski, E. Rotenberg, L., Bick, M. 2013. Theory of Knowledge Course Companion.  Oxford University Press: New York, p. 185.]

A. Imagination in different Areas of Knowledge
TOK1 D: Friday, 28 March 2014
TOK1 F: Tuesday, 1 April 2014
  1. Read three "voices" of professionals in different fields of knowledge (class handout).
  2. In small groups, discuss the question set (handout).
  3. Prepare individually, an extemporaneous speech to address one question.
  4. Give your speech (1 minute maximum).

B. Images of imagination
TOK1 D: Wednesday, 2 April 2014
TOK1 F: Friday, 28 March 2014
  1. Search images online and choose one that represents "imagination" to you.  
  2. Create a document, paste the image, and write three words or phrases that describe the associations with imagination that the image invokes.  Write your name & TOK1 block (D or F) in a header.
  3. Explain to the class why you picked the image (30-second max).
  4. As a class, create a list of common ideas about imagination that students share.
  5. Hand in the image document.

Blog reflection due by Friday, 4 April by 3pm
TOK blog reflection question
  1. Pick one of your IB higher level subjects and one non-academic activity that you do.  In what ways do you use imagination to gain, evaluate, understand, apply or enjoy knowledge in each of these two cases?  Without imagination, would your knowledge be diminished?  
[Question from Dombrowski, E. Rotenberg, L., Bick, M. 2013. Theory of Knowledge Course Companion.  Oxford University Press: New York, p.185.]

Friday, March 21, 2014

Turning powerful stats into art

Sense perception presentations: remaining groups will present on Tuesday, 25 March

Introducing imagination as a WOK and the arts as an AOK
Linking sense perception, mathematics, visual arts & imagination

Watch in class 
"Turning powerful stats into art" [11:17] & review the examples in the video transcript
TOK1D: Friday, 21 March
TOK1F: Tuesday, 25 March

Blog post due by Friday, 28 March by 3pm
Respond to the four questions at the end of the class handout
TOK blog reflection questions:
  1. Write a definition of “art” (no dictionary, Google searching or asking your art teacher) in 1-2 complete sentences.
  2. How does the photographer, Chris Jordan, “tap” the power of imagination for a purpose other than creating a work of art?
  3. Without Chris Jordan’s imaginative use of art to portray the examples discussed in talk, would your knowledge of the social phenomena discussed be diminished? 
  4. Name one other “social phenomenon” that would fit in well with the sorts of examples depicted by Chris Jordan, and describe a possible “work of art” of your own that you believe would use imagination as a means toward further understanding. If you fall short of another example, you may choose one of Jordan’s examples, and propose your own “work of art” idea.
[Q2-4 adapted from Dombrowski, E. Rotenberg, L., Bick, M. 2013. Theory of Knowledge Course Companion.  Oxford University Press: New York.]

Wednesday, March 5, 2014

Sense perception: essay and group presentation

See Sense perception: essay and group presentation for task details and calendar
  • Essay due
    • TOK1D on Wednesday, 12 March
    • TOK1F on Tuesday, 11 March
  • Group presentations
    • TOK1D on Tuesday, 18 March
    • TOK1F on Thursday, 20 March
Essential resources that you have already:
  • TOK subject guide (first exams 2015) section on WOK and knowledge questions (KQ)
  • TOK booklet on Understanding knowledge issues (with practice table on writing good KQ)
  • TOK subject guide (first exams 2015) section on AOK and knowledge frameworks
Focus on task during classwork time provided!  Ask questions!

Wednesday, February 26, 2014

Sense perception & rapid cognition


  • blog reflection - respond to six questions below - DUE on Monday, 3 March by 4pm

Classwork for double block this week - please don't work the lesson before class
  • Take the IAT and begin a blog post response (Q1-3 in class, complete 4-6 for HW)
    • TOK1D: Wednesday, 26 February
    • TOK1F: Friday, 28 February
Visit the Implicit Association Tests (IAT) at http://www.implicit.harvard.edu/

Project Implicit claims, "It is well known that people don't always 'speak their minds', and it is suspected that people don't always 'know their minds'."
  • Continue as a guest Then read the “preliminary information” and click on “I wish to proceed”.
  • Select “take a test”.
  • Take the Race IAT and one other test.
  • Make note of your results.  Please do not report your actual quantitative results on your blog post.
In a blog post, respond to the following questions (from Dombrowski, E., L. Rotenberg & M. Bick (2007) Theory of Knowledge Course Companion, Oxford University Press: Oxford, pages 88-89.):
  1. How did you react to your results?  Were you surprised?  Angry or hurt? Pleased?  Discuss what you felt and why you think you felt what you did.
  2. Do you believe that your test results say something about you that you should pay attention to?  Why or why not?
  3. Do you think that these tests are valid?  When you first saw your results, did you question or accept the tests' validity?
  4. Give examples of the cultural messages that many support attitudes linking a dominant group in your nation or culture with "good" or "superior" attributes and a subordinate group with "bad" or "inferior" ones. Are these attitudes generalizations that can be called stereotypes?  How can generalizations be distinguished from stereotypes?
  5. If some of our consciously held beliefs, attitudes, and values are undermined by what Gladwell calls rapid cognition (others call this intuitive thinking or even gut feelings), what do you suggest we can do to combat jumping to (false) conclusions?
  6. Question 6 follows class discussion of the examples below (please don't view early).

Consequences of rapid cognition - two examples - video clips & class discussion
Question 6. Contrast two examples, one in which we rely on rapid cognition for accuracy of knowledge, and another in which rapid cognition can lead to knowledge errors.

Blink may be found in our school library.

Wednesday, February 12, 2014

Sense perception: real-life examples

TOK blog reflection—DUE Friday, 14 February, 11.59pm

Choose three real-life situations
  1. one of your IB subjects; 
  2. one Sochi 2014 WinterOlympics sport (click on "Sport" under the Olympics rings); and 
  3. any specific area of knowledge
Examine how knowledge gained by sense perception helps individual(s) be "successful" in each real-life situation.

We'll view in class after break, but you may like to see this:
Optical illusions show us how we see [16:28]

Also seen in class this week:
Selective attention test [1:21]
Mantis shrimp eyes [5:09]

However, just read this today! Mantis shrimp's super colour vision debunked