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Dina and Ryan

Section A

Students choose 3 artifacts to display in a museum to explain the most significant moments of the 21st century

Connects to thinking skills, communication skills and social skills

Students must analyze the impact of a certain artifact on politics/social life/language/etc and evaluate which artifacts carry the greatest impact/value; students must work collaboratively and communicate their ideas clearly to each other and the whole class through posing inquiry questions and informal reflections of conceptual understanding

Example product: pictures of 9/11 memorial, an iPhone, and a face mask (for Covid)--students would explain their reasoning as a presentation

Section B

Students trace euphemisms and dysphemisms in a George W Bush speech and The Nation article, and then create their own text with euphemisms/dysphemisms and discuss the effect of their language choices.

This shows teaching based on inquiry, as students seek to answer the question: How can we know if language is intended to deceive us? (knowledge and language via History)

This would also connect to teaching focused on conceptual understanding, as the focus on language and its impact is maintained throughout the activity.

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https://docs.google.com/presentation/d/1i14ijdkgszF5qaNpKtVwn3WU1Yv-6KdGoHkbM1hZBfI/edit?usp=sharing

In this lesson, students are introduced to the broader scope of the theme. Then, we have an activity at the end (seen in image) where they think they are just examining a claim and counterclaim. This is a bait and switch. Some students will have a stronger reaction, and in some ways, an intuitive rejection of Harris (unique to my demographic perhaps) and then when we take it up and discuss, we really realize how our intuitive, emotional knowledge affect our judgements. Here, students must apply thinking skills to evaluate the different perspectives AND they have to recognize their own methods, perspectives and justification. This is part of the discussion we have post activity where students also foster their communication skills.

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https://docs.google.com/presentation/d/1i14ijdkgszF5qaNpKtVwn3WU1Yv-6KdGoHkbM1hZBfI/edit?usp=sharing

This image represents an activity where students have to listen to 2 perspectives about religion. We would then take up our answers as a class in small groups at first, then together. I knew that some students would have an intuitive/emotional reaction to one of the speakers. In the small group discussions it was revealed why some reacted as they did, and then they were able to see how that influenced their perspective and answer. Then, as a class, we communicated (respectfully) why some aligned with one and not the other, but also examined the methods of justification used to come to a stance. So skills: thinking and communication.

--Amanda Comber / Brian Vats-Fournier

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TOK & Approaches to Teaching & Learning (Ellie & Shaymus)

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TOK & Approaches to Teaching & Learning (Ellie & Shaymus)

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This piece illustrates how a document encourages students to Interpret and seek how the Evidence is used.

These concepts are applicable to other Areas of Knowledge and Themes.

Concepts:  Interpretation / Power / Culture / Evidence

Interpretation by people with different degrees of power within a set of contemporary believers of a specific religious text or cultural asset.

How does increased individual practitioner access to a sacred text through the technological advance of printing technology (the printing press) influence the historical development of a religion or a culture?

To what extent is this transformation of a society patterned similarly to the effect of other technologies that increase the speed and density of the transmission of knowledge.

-Amanda Comber / Brian Vats-Fournier

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World Risk Poll: Mapping Global Sentiment on AI

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This infographic shows public perception of AI all over the globe and how this sentiment is affected by where you live.