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Today in TOK, we discussed the topic of TOK presentations. With the assistance from numerous year 12 students I was able to obtain a reasonably detailed overview of what needs to be included in my presentation. This overview included information about how to formulate a KQ, what I should include in my knowledge questions (KQ) in regards to the relevance of areas of knowledge (AOK) and ways of knowing (WOK), how it should tie in with at least one real life situation (RLS) and the counter claims required. I was told by numerous year 12 students that I should take special care in preparing my KQ as it will be a crucial part of my essay, they also said to ensure it something that I am interested in otherwise the presentation will become boring and tedious. I was also informed that my KQ can be based off my own RLS however they strongly recommended that the RLS is something that is media worthy or has been discussed publicly. This is so that there is evidence for my RLS and so it will most likely bring controversy, making it an intriguing, interesting topic to discuss. As my presentation develops I may also include another RLS to support my KQ from another angle. Furthermore, they said I should also include one WOK but that I should not include an AOK in my KQ as that could make my KQ too specific, hindering my presentation. AOK’s should be used in my presentation to support the discussion of my KQ rather than in the question itself.  To properly discuss my KQ I should also include CC’s as the KQ is not always supported, it is very possible that that my KQ ends up being disproved.

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From the TOK discussions today with the year 12, I learnt that you can link the RLS with your own personal knowledge, but it should include more factual information. When you present your speech cannot go over or under 10 minutes, if it goes over 10 minutes they won't count the speech shared after 10 minutes but if you go under 10 minutes then the teacher or the students will ask you questions to increase your time. So, you need to prepare and know your information and topic in great detail. Another interesting point I learned is that you have to consider and mention your question's counter claim in your presentation. A RLS can come from different types of sources like an article, news, YouTube and books. Also, in your presentation you don't have to answer the KQ, you can say that it changed your perspective. You also have to mention "knowledge" in the KQ you have, so show you understand the theory of knowledge. Another main point is that we get a planning document which we have drafts for and this is the document which gets sent to the IB and if this is not up to standard then this can bring your score down. Another helpful tip they mentioned would be deciding or searching for your topic now, so that you don’t have to stress out in year 12 when you have to discuss with your teacher about your real-life situation. Also, we are going to have meeting with the teacher every 2 weeks or week about first your real-life situation, then your knowledge claims and knowledge question. It is also a good idea to have multiple KQ’s with one real life situation, prepared so that when the time comes you can choose the most flexible and the most interesting because you might change your interests in year 12.

To prepare beforehand for year 12, I need to research interesting real life situations and think about some KCs and KQs.

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In today's TOK lesson, we have an opportunity to talk to year 12s and listen to the it suggestion and experience about the TOK presentation. Isn't not a simple thing to do your TOK presentation, however I learns that if you follow the guide of TOK presentation from IB, you should be fine with it. Firstly, to start writing your presentation you need to choose two Real Life Situations, which needed to be interesting and inspiring to you. These RLS can be from news, online information or book.Then, you need to come up with a knowledge question that relates to the RLS. Also, you presentation must not be over 10 minutes. If your speech is not long enough, the teacher is going to ask you some questions to make your presentation longer. But if your presentation is too long, the part that over 10 mins will not be courted as your presentation. The knowledge question you make cannot be too personal, it need to be open for discussion. Also there is a sheet that you need to finish and that will be sent to the IB, you need to finish that and it will affect your final score. The year 12s told me that it's better to start looking for the RLS that you are interested in so it won't be too busy in year 12. I think this is really helpful to listen to their advices, I need to start researching the RLS I need and think about my knowledge question.

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¿To what extend did Matthew learn TOK with the DP2s?

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¿To what extend did Matthew learn TOK with the DP2s?

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Today in theory of knowledge while we were with the year twelves, I learnt the structure of the presentation and what is required. I now understand how to choose a suitable real life situation and the method of extracting knowledge questions from them. I got a wide range of ideas of what knowledge questions can contain and how they relate to your real life situations and others. I Also learned that an real life situation cannot be personal and that you must adjust your presentation accordingly. For the first half of the lesson, I sat down with Joe and he walked us through his process of choosing his real life situation and extracting a knowledge question. He said that our real life situation should be something that we are genuinely interested in as it will make the task a lot easier and enjoyable. Then he spoke about his general outline for the remainder of his presentation where he extracted his knowledge question, refined it, and then applied it to other real life scenarios. The difference in his real life situations were very large as he said that your knowledge question has to be broad enough that you can extract it from one real life situation and apply it to another real life situation. For the second half of the lesson, I sat in the year twelve’s room and spoke about a variety of real life situations and how they found them. Also, I spoke with one of the grade twelves that had to change their real life situation because it was too personal and learned how I can avoid doing this. As a result of talking with the year twelves today, I think that I have a better foundation for the theory of knowledge presentation and I am more aware of what I need to achieve.

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In today’s TOK lesson, we combined classes with the year 12s and I learnt various things as we talked about the process they are undergoing to plan the presentation.  I got several ideas and tips from this lesson which I believe that would help me choose a KQ which I’m interest about. The year 12s shared and explained their RLS which should be something you are interested in and not too personal. After obtaining your RLS, a KQ that encounters an AOK that questions knowledge itself should be developed. The RLS and KQ should be related to each other and should include factual information but can be an ethical issue as well. In the presentation, a counter-argument could be brought up to analyse and further develop the KQ. It is recommended that the KQ is not about religion as this is a controversial topic. A process which an RLS can be obtained is by watching the news, articles, TED talks and other types of resources. After getting an RLS and a KQ, another RLS should be chosen to support your argument and to further debate about the issue and a clear link between from the RLSs and KQ should be seen. Therefore, to make a great presentation I should start planning and considering different RLS and then develop my KQ.

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Today in class we got together with the Grade 12s and we could see them working on their TOK presentations and discuss about their ideas. The grade 12s helped us develop our understanding of what our task for the TOK presentation is. I could talk to multiple people about their Knowledge Questions and Real Life Situations, by doing that I now know that RLS cannot be personal and must be something from the news rather than something you experience yourself. I was also told that there is a diagram thing to help you structure your presentation. I also learned that we are supposed to have not one, but TWO real life situations to be able to exemplify our Knowledge question. I noticed that many Grade 12s focused their claims around the idea of emotions because it is a broad concept that can be argued over from many points of view. I now know how important it is to have a plan and be able to schedule your progress since you cannot do the whole script last minute, the presentation has to be well-organised, so all my arguments can be included and discussed in depth. I am aware that I have to be more involved with things that are happening around the world and how they relate to AoKs and Knowledge claims. From now on I will try to find time to watch the news and read articles on topics that interest me and might be good for the TOK presentation next year. It is ideal to find something you are passionate about so you can have fun in the process of writing a presentation on it, it will also be very rewarding to discover new aspects of the chosen matter. Today was very productive and it was great to see other people working on so hard on their knowledge questions and RLSs.

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Today in TOK, I learnt numerous things from the year 12’s involving how to correctly form, write and present our final TOK presentation. I went to a number of year 12’s with questions, I which I was given many of the answers, however not all of them. To start planning and writing your TOK presentation, the year 12’s showed us a pdf provided by the IB that helps guide you through the process of choosing your topic and creating your presentation. The start of forming the final TOK presentation involves first choosing a real-life situation (RLS), which must be controversial and interesting. From there, you must create a knowledge question (KQ) that your RLS can be incorporated into. After creating a knowledge question, you are then required to choose another RLS so that your first RLS is corroborated. This ensures that you can answer and expand on your knowledge question. I learnt from the year 12’s that you should follow the requirements that TOK gives you strictly so that you don’t end up needing to restart your TOK presentation. A girl in the year 12 class had to adjust her first RLS because it was based on something too personal. She was going to talk about shark diving as it was inspired by her mum, which she was going to include in her presentation, therefore she was told to choose another RLS. However, considering she already had an adequate knowledge question, finding a new RLS wasn’t going to be as challenging. I also learnt from the year 12’s that it is a wise choice to make your WOK (if you are choosing to include one) to be emotion. They said that choosing emotion as your WOK would make finding your RLS’s a lot easier, as there is a broader range of real life situation’s that can be found, discussed and corroborated.

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From the Theory of Knowledge session with the year 12 today, it helped deepen my understanding about ToK presentation and how to prepare for it. I learnt that we need two RLS to relate to and investigate thoroughly. You want to find topics that interest and inspire you and is debatable where you can shape you own opinions and ideas, from internet, news etc. because if you are not interested in the topic chosen, it would be difficult to further develop it. It’s not supposed to be too personal, should be open for discussion and contain facts. They provided me with some directions and tips on finding an RLS. I understood the general structure and the planning scaffolds for the final presentation and broad understanding of the criteria with what the examiner will assess you base on. it’s also important to combine the knowledge you have with AOK and WOK into your research; I heard a few great example of Knowledge questions that I think could contribute to when I develop my KQ. The presentation should go for about 10 minutes, if not, the examiner will ask you questions to make it longer. I feel like I need to start discovering possible topic of interest by observing what is going on around the world, perhaps try and practice how to form good KCs and KQs.

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After the discussion with the very helpful and knowledgeable Year 12’s, I think I have a strong basis of the TOK presentation requirements, as well as how we should structure and prep for them in the near future. What the general consensus between the Year 12’s that we talked with, was that the most difficult step to fully constructing a knowledge question out of a Real Life Situation, is the formation of the knowledge question. They showed us an annotated diagram with the steps of creating  a TOK presentation, and the steps were; 1. Finding a Real Life Situation from a controversial/debatable article/news story, 2. Developing a Knowledge Question with WOKs and AOKs, 3. Choosing a second Real Life Question to further support the Knowledge Question, with counter points, and 4. Relating the Knowledge Question back to the original Real Life Situation. It was interesting to note that most Year 12s used emotion as their AOK and included many key terms that we had been taught during TOK lessons, such as shared and personal knowledge, ethics and language etc.…  With each Knowledge Question, we would also need to come up with subsidiary questions to guide us through our investigation. Some tips they gave me during the session was to start looking for relevant Real Life Situations right now, to choose a Real Life situation that isn’t too personal (as there may not be articles from other sources out there), fill the Planning Preparation Document to your best extent (as the IB will see this but not your actual recorded presentation), and always try your best to condense your thoughts and ideas into concise sentences and paragraphs. After this session, I need to perhaps be more aware of the surrounding news and relevant information that could be applied and used for my TOK presentation.
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In TOK today, I learned how to plan and prepare for our TOK presentations. Some of the year 12’s are in the middle of inputting their presentation informations into the presentation planning document. Which is a document where you are asked to put in the key elements of the ideas of your presentation. This document would be later on sent to the IB. They also showed a graph of how our TOK presentation should go. The first step is to find a real life situation. It can be from all sorts of sources and can also be from recent news. However, real life situation cannot be too personal. It has to be controversial and something you can argue and make a point on. I think, that the real life situation should be something “out there” as in global. From the RLS you need to develop a knowledge question. This can be done with the steps we did in class (first order, second order, third order.) A knowledge question should not be too specific, and should be broad enough so that you can explore more into it (and it must be about knowledge). You also need to have a counter claim to your question in your presentation. A counter claim is the opposing idea or limitations that there might be to your own claims. You should use evidence in presenting your claims and counterclaims. The last thing is, after you make all of your points in the presentation, you also need to have a second real life situation. This is because, the first RLS is the situation you develop you knowledge question from, and your second RLS is to prove that your knowledge question is true and can be applied to other situations. Another thing to consider is to choose a topic that interests you but is not overly complicated for you to explain, you need to find a good source for your knowledge question.

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In Theory of Knowledge today I learnt many things from the year 12s. We talked about the process through which you obtain your Real Life Situations and write you knowledge question and in which order to develop these ideas till you can start planning your presentation. At first a year 12 showed me a picture of a map of the process to go through. Firstly you have to come up with a Real Life Situations has to be debatable, interesting, sensational, and NOT too personal. After obtaining a Real Life Situation you form your Knowledge question by taking first order claims from the Real Life Situation and then from your first order claims come up with second order claims for each of the first order claims. The second order claims have to be about knowledge and an area of knowledge. Then after this I have learnt to create a Knowledge Question which HAS to be about knowledge itself and it cant be two precise, it also has to be debatable and arguable not just something you can answer straight away. Then after developing the Knowledge Question I need to come up with a second Real Life Situation, which also links and relates to my Knowledge Question. The second Real Life Situation proves and shows that your Knowledge Question is relevant and can be utilised to answer similar situations to your Real Life Situation.

From here you plan your ten to fifteen minute presentation, which is out of twenty marks. You also have to fill out a sheet of how you planned your presentation to send to external examiners. To get the highest mark or a range from 9-10 your presentation has to be: focused on a well formulated knowledge question, it needs to be clearly connected and specified to your real life situation, the knowledge question has to be effectively explored in the context of the real-life-situation using convincing arguments with investigation of different perspectives and finally the outcomes of your analysis have to be significant to the chosen real-life situation and to others.

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What knowledge did Hawkins gather today?

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What knowledge did Hawkins gather today?

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Today in Theory of Knowledge with the year 12’s I learnt a great many things…I learnt not only about myself but about others. I learnt how to successfully structure my presentation, and develop my ideas to a satisfactory extent. A knowledge question cannot be personal. In the event that a knowledge question you have developed, becomes too personal. One must either choose a new topic to investigate or re-develop the questions. In the presentation, you should follow the structure given very closely. This should guarantee you at least a five. There is a main knowledge question, developed from a Real-Life Situation of your choosing, and then you go on to develop two more Real-Life Situations that do not have to relate to the initial one.

For the first half of the lesson, we talked with Joe about his Real-Life Situation and his process of extracting it. His Real-Life Situation was Hitler’s rise to power, and his knowledge question was about the nature of language affecting emotions. He demonstrated that the knowledge question had to be broad enough to be applied to a myriad of situations that were vastly different from each other. His two other Real-Life Situations were undeveloped but centred around the Areas of Knowledge, Science and Mathematics.

For the second half of the lesson we sat in the year twelves classroom discussing other potential Real-Life Situations. Here we learnt that the RLS’s could be very current and contemporary to our society. We were told to choose something that we were interested in as it would make us more inclined to make the presentation, above all things, interesting for the audience and well-structured.

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Today in TOK I learnt about how to prepare and plan for the TOK presentation. I found out that you need two RLS' that are both relevant to the KQ. These should be interesting and it is best if they are related to issues that you are passionate about. I found out that the RLS cannot be too personal and should be a relevant and contentious issue.
I found it really helpful to hear examples of other RLS' as it gave me a better understanding of what can be considered an RLS. It can come from the news, web articles or videos. The KQ that you develop from the chosen RLS should be controversial and be based on knowledge, and it is useful to use AOKs and WOKs in your KQ.
The grade 12s showed us a useful guide that helps you plan and create your RLS and KQ. You must also explore counterclaims throughout your TOK presentation and consider the impact of perspective on different issues.
The TOK presentation goes for ten minutes and it should be entertaining. You must meet the time limit, otherwise the marker will ask you questions at the end of your presentation.
I think that it is beneficial to start looking out for potential RLS' now, as these can come from the news, youtube etc. This will help as when it comes to starting to plan for your TOK presentation, you will have an idea of what you want to look at and what you are interested in finding more about.

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Today in Theory of Knowledge I learnt that real life situations (RLS’s) cannot be too personal and should include more factual information. For example, writing about shark diving could not be used by a student as an RLS because it was too personal to her in relation to the Knowledge Question ‘To what extent does media play a role in trusting reason or emotion?’ Therefore, she had to change it. Additionally, I found out that we had to find numerous real-life situations and they could be from articles, speeches or movies. I also learnt that before the presentation could be written and conducted a personal planning document (PPD) had to be completed and marked by the teacher/IB marker. This document consists of the title of your presentation, your knowledge question and explanations as to how your question and real life situation relate and are of significance etc. I still feel as though I need to ask more questions as I mainly just listened to the discussions the year 12's were having.

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Today in TOK, I learnt about how to organize the steps for the TOK presentation. From the grade 12s’ explanation, real life situation cannot be too personal since there is no exact evidence for your situation but you can use your personal experience to support your RLS. Then what can be the example of RLS: you can take the world issues that you are interested in from the news or some other official articles. Also, you can relate those real life situations into your own knowledge questions that you will be making. I also found out that your KQ has to be related to your real life situation back that you suggested at the beginning to derive KQ. Real life situation can be more than 1 and you thoroughly develop it with AOK and WOK. I got some examples of RLS from the grade 12s and it was really helpful to come up with and plan my RLS.

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Today in TOK, year 12 students taught us how we should prepare for the presentation and project for next year. They also taught us their own Real Life situations and their Knowledge Questions. I learnt that we can apply more than1 Real Life Situations to make our own Knolwedge Questions. I learnt how we can find our Real Life Situations and how we link it with our personal knowledge by creating knowledge Questions. We can find our Real Life Situation in from the media and our personal experiences. Also, we can use AOKs and WOKs into our Real Life Situation in order to clearly convey our Real Life Situation.
Year 12 students also showed me a graph which told us how to relate our Real Life Situation with our Knowledge question, the graphs were very helpful.
Obviously, there is a time limit for the presentation, which is 10 minutes. we can't go over 10 minutes and if our presentation is not long enough for fulfil 10 minutes, the markers will ask us some questions based on our presentation in order to fill up the time.
from now on, we should search up some sources for useful Real Life Situation from the media or our society and build some knowledge about it to develop our plan for the presentation for the future.

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Today in Theory of knowledge (ToK) I spoke to many of the year 12s. We learNt that your real life situations (RLS) can be anything news wOrTHy and you should use more than 1 In your presentation. Inspiration for the RLS caN be Gleaned from anything from news articles to youtube. However, it cannot be too personal as it is difficult to find adequate evidence to support your claims I also discovered that a personal planning document (PPD) needs to be completed and handed in, this will be marked by both your teacher and the IB externally. However, the IB holds most of the power in deciding your overall performance in ToK. The PPD equates to much more of your overall performance than the actually presentation (as the IB will only see your PPD and not your presentation).
During the lesson I had time to begin thinking about my knowledge question, I soon learnt that it needs to contain at least one Ways of Knowing (WoK) and definitely should not contain any Areas of Knowing (AoK).
To engage the audience your real life situation should be interesting and intriguing as well as very controversial. Within your presentation you should explore counter claims and always keep perspective in mind. However, you must try and stay within the 10 minutes of time you have been allocated. Overall I believe this lesson greatly helped me build a solid understanding of the ToK presentation and aided me in beginning my preparation for this task.

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Today in TOK (Theory of knowledge) we merged with the year 12 class who were working on their final TOK presentations. The year 12's shared their RLS (real-life situation) and KQ (knowledge question) which gave me a brief idea of what I have to aim for in terms of KQ and RLS's. Today in TOK I learnt that a RLS should be something that is talked publicly or news worthy, the RLS cannot be personal and should include factual information. The RLS can be inspired from books, articles, YouTube, newspaper etc. During the presentation, a personal experience can be chosen to further explain your RLS which engages the audience.

The knowledge question derived from the RLS should at least include one WOK (Ways of knowing) but should not include an AOK (Areas of knowledge). You are also required to clearly show the link between the RLS and the KQ that is derived from it. Additionally, the final TOK presentation should include a knowledge question derived from one RLS, but multiple RLS's can be chosen that suits the knowledge question.

For the TOK presentation, I learnt that we should present arguments and counter-arguments to explore both sides and you need to justify your argument. The presentation should also be well-structured and organized while explaining your arguments and providing evidence for both. To conclude your arguments and counter-arguments you need to provide a short summary to put together your arguments and counter arguments. Furthermore, to prepare for the presentation and to find a good RLS and KQ I should start to watch news and read articles which can help me pick a RLS that I am interested in exploring.

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Today in TOK I've been showed several real life situations for the TOK presentation. We can link those RLS to the knowledge question. Also, you can choose more than one real life situation which you are interested in. :-I, they can be taken from YouTube, nes or any other resources like these.

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Today in TOK, I learnt that we are able to link an RLS to our own personal experience, and that you may find inspiration for your RLS from sources such as articles, the news, Youtube and books. It does not have to be personal, as many questions generated are general. The Year 12's reiterated that it is better to not do it in groups. You have to start with your RLS, find similar RLS' and explore counterclaims, as it will also shape your argument and ideas.
I also learnt that it is helpful to follow the TOK flow chart/guide, as it is something that will be referred to as you develop your presentation. Another thing which the Year 12’s informed us about was that we had to choose a good Real-Life Situation, ranging from classroom discussions, debates, and ultimately encounters that you have experienced personally.

It is also important to create a reasonable knowledge question that is controversial, it is not too easy but not too hard. Knowledge question should be extracted from RLS and should aim to draw linkages. Using TOK terminology throughout the entire presentation may score you more points and will allow classmates to comprehend the concept and topic. The structure of our presentations must also be cohesive and establish a flow. I learnt that there is nothing worse than an unorganized PowerPoint with bad transitions between points. Structuring your presentation alongside the way you structure your arguments is important. During evaluation, it is very important focus on long and short-term impacts alongside global impact, it may put your concept into different perspectives or showcase the impact.

During presentations: do not read off flash or palm cards. Try and memorise and be comfortable with script prior to presentation. The Year 12’s stated that IB examiners might believe that you do not know your material and therefore deduct points if they see that you rely on your scrip too much. It is also vital to succeed in showing how these TOK concepts can have practical application.

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Today I learnt more about deriving broad KQs from an RLS, and also about structuring and scaffolding our final presentations. I learnt that, in our presentations, we must present claims and counterclaims and was also advised to clearly signpost different sections of our presentation. The grade 12's showed me their TOK Presentation Planner and I learnt about how to explore our RLSs and KQs in depth. I also had time to discuss and consider what RLS I might use, and to participate in TOK related ethical discussions. I also learnt about how to discuss 1st order KQs when developing our presentations

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What did Maja learn from today's Tok lesson?

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What did Maja learn from today's Tok lesson?

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Today in ToK, I learnt how to prepare the presentation for when we will be in grade 12. The guides for the presentation will be given to us next year. I got to know that we have to choose 2 relevant RLS’ that we can possibly relate to or directly impact on what we think of any issue and we will have to compose a 10 minute presentation about them. The grade 12’s told us to choose a relevant topic because when it comes to writing the presentation it is better to have a personal point of view on the RLS as it is then easier. They mostly showed us the basic structure of preparing the presentation and script. We were also showed how to construct a Knowledge Question effectively. The RLS can be a reflection of personal, shared knowledge.

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Today in ToK I learnt about the different types of knowledge questions that I could consider into my own and the variety of real life situations that were available. I also learnt that I could use a hypothetical situation such as an ethical issue as my real-life situation instead of an article or a documentary. I was also able to get my RLS approved by Mrs. Bailey and several DP2 students through explaining several approaches I could utilise in getting my knowledge question. I heard a couple knowledge questions from the year 12’s and in turn have started thinking about my knowledge question based on the reasoning behind theirs. Furthermore, I had a discussion with two DP2 students about the hypothetical aspect of one of their RLS’s, and what it would take for one of them to change their minds and with that I was able to go into the topic of psychology and try and further my understanding in ethics. I learnt that we needed 2 real-life situations, your first where you would obtain your knowledge question out of, and the other to apply said knowledge question to show that you’re able to apply this into more than one scenario. While the year 12’s talked about their questions and strategies, I kept their area of knowledge and way of knowing in mind, so I could see which topics were the most popular. Finally, I understood that the core of ToK is to understand the main concept of ToK, and be able to apply the AoK’s and WoK’s into my real-life situation to be able to get a relatively good grade in this subject. The main thing to concentrate on is the strength of my thesis and the level of depth and understanding that I have on the ToK topics. 

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From the TOK discussions today with the year 12, I learnt that you can link the RLS with your own personal knowledge but it should include more factual information. when you present your speech cannot go over or under 10 minutes, if it goes over 10 minutes they won't count the speech shared after 10 minutes but if you go under 10 minutes then the teacher or the students will ask you questions to increase your time. another interesting point I learned is that you have to consider and mention your question's counter claim in your presentation. A RLS can come from an article, news, youtube
and books. Also in your presentation you don't have to answer the KQ, you can say that it changed your perspective.  you also have to mention "knowledge" in the KQ we have. another main point is that we get a planning document which we have drafts for and this is the document which gets sent to the IB and if this is not up to standard then this can bring your score down.

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Today in TOK I learnt that there is more than 1 real life situation used for the presentation, but the knowledge question is derived from only 1 real life situation. The other real life situations are related to the knowledge question that was derived from the first real life situation.
I also learnt that we should try to incorporate AOKs and WOKs so its easier to find other real life situations that relate to the knowledge question.
During the presentation we can address more specific questions that relate to the main real life situation and can help improve the understanding of the audience.
Part of the presentation could include how I derived my knowledge question from my real life situation.
We can use personal experience to further define our real life situation during the presentation and this can also help our ability to present an engaging presentation.
TOK presentations are the opposite of English presentations. In TOK, signpost everything and be blunt in how you present the questions and situations, whereas in English, presentations should flow and be logical.
I still want to learn how to formulate a good opinion and how to justify it.
A knowledge question has to be about knowledge itself and relating to either an area of knowledge or a way of knowing. The grade twelves were very helpful in helping me narrow down ideas for a knowledge question and a real life situation. Overall, I found this lesson very helpful towards the formation of my knowledge question and real life situation. I now know that I have to include at least one or two areas of knowledge or ways of knowing in my knowledge question to assist in finding other real life situations that are related to my knowledge question. So far I have an idea of what my real life situation is but I still need to refine my knowledge question so that it can relate to other real life situations.

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Describe in 300 words what you learned in TOK today. Submit and save with your name, either as a post or a word document attached to this wall.

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Describe in 300 words what you learned in TOK today. Submit and save with your name, either as a post or a word document attached to this wall.