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What’s going on in this photo?

 *Source for activity: Oxford IB Diploma Programme: IB Theory of Knowledge Course Book, Oxford University Press (2020 edition)

Pictures: What’s Going On in This Picture? - The New York Times How are the following concepts useful or relevant in discussing what is going on in these photos?

Consider the picture on this page or any picture from the link below it.

Look carefully at the picture you have chosen, and respond to the following questions.

1. What is going on in the picture?

2. Explain why you answered question 1 as you did. Include evidence for any claims you have made.

3. Why might the things you see be happening?

Next, use the following questions to guide your reflection about your claims, opinions and beliefs.

4. What factors make you more likely to apply past knowledge to what you see rather than focusing entirely on the information at hand?

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Padlet Activity – “The Knower Behind the Name” (10 minutes)

Activity: The Knower behind the Name

Students:

Upload a selfie or any image that represents them

Add:

Their name

One sentence: “This image represents how I see myself as a learner.”

·         Discussion (Whole Class)

Why did people choose different images?

Can an image communicate knowledge?

How much interpretation is involved?

·         TOK Link

Perspective

Interpretation

Language vs non-verbal knowledge

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Student Introductions – Microsoft Form (10 minutes)

Having broken the ice with the mystery objects activity, I briefly take the opportunity to point to the centrality of TOK in the IB Diploma subject hexagon, and its relationship to CAS and the Extended Essay. I also reveal how the TOK experience resonates with aspects of the IB Learner Profile.

Only at this stage, do I move to personal introductions. It is a truism that we can’t really teach a class unless we make a concerted effort to get to know them. I jump start this with this confidential form.

Activity: Tell me a little about yourself! – Fill out form

Students complete the Microsoft Form you shared:

·         Name / preferred name

·         Subjects studied

·         One thing they are confident they “know”

·         One thing they often question or doubt

Purpose

·         Low-risk participation

·         Private reflection

·         Gives insight into students’ starting epistemology

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Icebreaker: Mystery Objects (NO REVEAL) (10–15 minutes)

Activity

·         Three objects hidden in a bag

o   Students use touch only to check the three objects.

·         Each student writes:

o   Guess for each object

o   Confidence level

o   Evidence used