The theory of knowledge (TOK) course is unique in the DP since it allows students to consider the nature, extent, and limitations of knowledge as well as the process of knowing. In this sense, the primary goal of TOK is to assist students in reflecting on and putting what they already know into context, rather than acquiring new knowledge. TOK underlies and connects the subjects that students would encounter during their DP. It encourages students to think about how knowledge is acquired in many disciplines and areas of knowledge, as well as the similarities and contrasts between them.
The IB Diploma’s Theory of Knowledge is evolving. As a result, we recognize that you will be searching for additional support from us for the IB TOK syllabus 2022, in addition to examining syllabus material directly from IB. To better understand the requirements of TOK instructors and students, we conducted a global teacher survey. As a result, we’ve updated our course guide, skills book, and teacher’s resource to reflect the changes in the curriculum.
The International Baccalaureate Diploma Program’s Theory of Knowledge (TOK) is a required core topic. It is graded on a letter scale (A-E) and is intended to encourage pupils to consider the nature of knowledge and how we know what we say we know. Students who obtain an E will not be eligible to receive their IB Diploma at the end of the year.
Theory of Knowledge is an IB-created course that should not be mistaken for pure epistemology. There are many different ways to approach TOK, the sheer scope of the TOK course is daunting, and teachers and students need the confidence to go too far outside their traditional comfort zones. This course involves a process of exploring and sharing students’ views on knowledge questions, so there is no end to the valid questions that may arise. An externally reviewed 1,200–1,600 word essay and an internally rated presentation are used to assess the theory of knowledge. Each component is graded using different assessment criteria for the essay and presentation. The entire score is then transformed to a letter grade ranging from A to E. For the extended essay, a similar system is used, and students can get up to 3 points for their diploma based on their TOK grades. If a candidate fails to submit either the TOK essay or the TOK presentation or obtains an E on either the extended essay or the theory of knowledge, no diploma is issued.
Teachers have the authority to choose a teaching approach and course material that will impart the theoretical underpinning of vital topics while also allowing for discussion and debate. The focus of the discussion should be on the quality of argumentation and a balanced approach to the knowledge claim in question, not on the distinction between right and erroneous concepts.
Role of tutor-
TOK programs do not provide knowledge to children; instead, they provide kids with pre-packaged, static notes to memorize. Rather, they engage students in activities that encourage them to create their synthesis. The focus is not on the teacher as the know-it-all, but rather on the students as engaged learners. This does not exclude the teacher from providing information on issues, showing videos, inviting guest speakers, or assigning pupils to read articles, for example. Many ideas materials are permissible in the TOK classroom as long as they are embedded inappropriate questions for students to investigate.
TOK instructors are facilitators to a considerable extent. Whether in collaborative small group work or group discussion, they set up activities to inspire thought and encourage interaction between class participants.
They lead debrief discussions to pull out the major points that contribute to building threads of TOK ideas by eliciting student ideas, bringing out the thoughts of all students as much as possible, nudging students to articulate and consider their ideas more fully, encouraging them to consider direct counter-claims and alternative views, and nudge students to articulate and consider their ideas more fully. They try to bring forth different cultural perspectives by fostering the interchange of ideas in multicultural classrooms. TOK teachers, on the other hand, are not facilitators in the sense that they just follow where the group wishes to go, assisting in the conversation. The teacher is also involved.
TOK instructors are mentors who help students set goals and make plans to achieve them. They cultivate a classroom culture in which students feel valued and free to express themselves. They have a good understanding of themselves and plan activities to encourage students to follow structured inquiry paths. They are sensitive to the routes students desire to travel as they try to make meaning of knowledge issues in terms of their personal experiences, but they can also steer those paths in the general direction of the course’s thought sequence. Teachers can expect students to become more comfortable with the TOK manner of questioning and thinking as the course develops, and to increasingly investigate on their own.