Theory of Knowledge 32SIB

Use the following links to relevant course content for Theory of Knowledge 32SIB (grade 12 International Baccalaureate):

  • Materials (including all course notes and assignments)
  • Video lectures (videos recorded in past classes on course content and examples)
  • Weekly Events (a journal of weekly events for the current semester)
  • Current/Past Assessments (a list of assessments for the current semester)
  • Class photos (some photos of past or current class events and funny items)
  • Schedule (the interactive schedule for the current semester’s events)
  • Hand in (the web portal to submit completed assignments)
  • Hand back (the web portal where graded assignments are handed back)
  • Course archive (records of events/assessments of this course in the past)
  • Current Marks (PowerSchool portal, log in to check marks and attendance)

Any questions about any of this by students, parents, teachers, etc? Then email Mr. Wachs or comment at the bottom of this page…


Weekly Events:

  • Week 1: We met three times this week, and I introduced the course, went over the course outline and the I.B. expectations for the course. As well, we did an introduction activity about “What you know…” or what “knowledge claims” are. We also did an activity on a personal knowledge diagram using the TOK defined ways of knowing and areas of knowledge (see examples). We also started a presentation (see videos and noteson epistemology
  • Week 2: We met twice this week, students participated in an activity ranking concepts in terms of belief, an activity on introductory biography and course information, we had work time on the activities to this point, and continued our class discussion and presentation (see videos and noteson epistemology
  • Week 3: A shorter week due to Louis Riel day on Monday, we met twice this week, students participated in an activity dividing facts from a news story into true, false, or could be true or false, an activity creating a personal definition of knowledge (see examples), and we continued our class discussion and presentation (see videos and noteson epistemology
  • Week 4: We had our Monday class cancelled due to school registration for next year, so we met twice this week. We completed our presentation and discussion on Epistemology (see previous weeks for videos and notes). We had some work time on various activities (see below) for the unit, and the unit summative activity
  • Week 5: We met twice this week, and started our look at Reason as a way of knowing. We had a presentation (see videos and notes). We did a problem solving activity, played a logic game called “Crazy Captain”, and a syllogism assignment. Students were also given a work class on those (and any past) assignments.
  • Week 6: This week (a four day week due to an in-service day), we met twice and continued our look at Reason as a way of knowing (see previous weeks for links to content). We did an activity with an examination of a story and examining truth, false, and unknown premises. We also had a work period (due to the fact many students were away at a career symposium) and studetns werer give a choice of a poster activity making a logical fallacy poster, or a skit activity creating and performing a logical fallacy skit or story.
  • Week 7: The week before spring break, we met twice this week and completed our reason unit, including a work class for students to catch up on the various activities (see assessments below)
  • Spring Break Week
  • Week 8: Back from spring break, this week we started the Sense Perception unit (see presentation, notes, and videos). We watched some videos, and did a activity looking at the I.B. learner profile (Mr. Wachs was away on Friday)
  • Week 9: We met twice this week and completed our look at Sense Perception as a way of knowing (see previous week for links). We also did an activity translating visual art into another medium (see examples) and the unit summative assessment was available for students to complete.
  • Week 10: This week (a shorter week because of Good Friday, and some class disruptions for a school pep rally and MADD presentation), we started the Language as a way of knowing unit (see presentation, notes, and videos). We did an activity estimating quantities based on language

Assessments:

  1. Introductory Biography and course information activity
  2. Participating in the various activities for our Epistemology unit, including:
    1. In class activity with discussion about “What you know…” or “knowledge claims” (in-class participation expected)
    2. In class (and possibly at home) activity on a personal knowledge diagram using the TOK defined ways of knowing and areas of knowledge (completed and hand-in expected) – see examples
    3. In class activity ranking concepts in terms of belief (in-class participation expected)
    4. In class activity dividing facts from a news story into true, false, or could be true or false  (in-class participation expected)
    5. In-class activity interviewing class mates on personal beliefs (in-class participation expected) – ACTIVITY CANCELLED
    6. In class (and possibly at home) activity creating a personal definition of knowledge (completed and hand-in expected) – see examples
    7. In-class activity examining the three truth tests (in-class participation expected) – ACTIVITY CANCELLED
    8. Unit summative assessment (in-class and possibly at home) for Epistemology
  3. Participating in the various activities for our Reason unit, including:
    1. In class activity with discussion about problem solving (in-class participation expected)
    2. In class activity with a logic game called “Crazy Captain” (in-class participation expected)
    3. In class (and possibly at home) activity making five syllogisms (completed and hand-in expected) – see examples
    4. In class activity with an examination of a story and examining truth, false, and unknown premises
    5. In class (and possibly at home) activity making a logical fallacy poster (completed and hand-in expected) – see examples – ACTIVITY OPTION (students choose this activity or the one below)
    6. In class activity creating and performing a logical fallacy skit or story (in-class participation expected) – ACTIVITY OPTION (students choose this activity or the one above)
    7. In class activity doing logic puzzles (in-class participation expected) – ACTIVITY CANCELLED
    8. Unit summative assessment (in-class and possibly at home) for Reason
  4. Participating in the various activities for our Sense Perception unit, including:
    1. In class activity ranking elements of the I.B. learner profile (in-class participation expected)
    2. In class activity translating a famous piece of art into a poem, and then a poem into art (in-class participation expected) – see examples
    3. In class activity watching several videos on sense perception
    4. Unit summative assessment (in-class and possibly at home) for Sense perception
  5. Participating in the various activities for our Language unit, including:
    1. In class activity estimating quantities (in-class participation expected)
    2. In class activity restructuring sentences and creating words (in-class participation expected)
  6. Final course assessments:
    1. Final Essay: I.B. TOK Assessment Preparation – Phase 1 activity (in-class participation expected)

Schedule:

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