Originally posted on August 19, 2019 @ 9:03 pm
Today was the first day of the new academic year with students after a week of inset training.
Last week we had a whole secondary training on TOK for subject teachers which was the final part of training in our work towards curriculum coherence using TOK.
To begin to bring about a coherent curriculum we have decided to look at ways that TOK (Theory of Knowledge) can act as a joint between different subjects. This could be pursued in a variety of ways:
- Developing horizontal links between TOK and subjects within particular year levels.
- Developing vertical links by embedding TOK lower down the school:
- through form time activities
- through links to curriculum content in MYP and GCSE
- Inculcating conceptual ways of thinking within members of the teaching team over time.
- Inculcating thinking routines, moves and steps as techniques that learners of all ages can use to think through problems
We now unpacked what TOK is with the aim of helping all teachers in the secondary understand a little more about what this strange subject is all about and help them get over their “Feary of knowledge”. We hope that this will encourage all our team to be a little more daring in trying to link to TOK in their lessons or plan to present their content in a way that is more exposed to uncertainty and therefore debate. This isn’t something that has to happen all the time but occasionally it will provide opportunity for students to reflect, discuss and debate.
To that end I updated the P4C concept lightbulbs (used in the P4C full inquiry method) to include terms more suited to a TOK classroom and I also weighted it a little more to the science classroom as that is one that I work. These lightbulbs will allow DP teachers to use the P4C inquiry model to open up discussion about the nature of knowledge with their students. What do you think? Can you add any more concepts?