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The TOK exhibition explores how TOK manifests in the world around us. For this reason it is strongly recommended that students base their exhibition on one of the TOK themes (either the core theme or one of the optional themes). The IA prompts are a set of 35 high-level knowledge questions. Students must select one of the IA prompts on which to base their exhibition, and all three objects must be linked to the same prompt. These IA prompts apply for all examination sessions for the life of new g

A research question helps to focus the research, providing a path through which students will undertake the research and writing process. A clear and well-focused research question, which has a specific aim, will allow a student to work towards developing a reasoned argument within the scope of the task, rather than the kind of “all about” essay that an unfocused research question can lead to. Here, you can find some suggestions to develop a research question. I hope you like my gif version of p

Being reflective is one attribute of the IB learner profile: “We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.” Through the IBDP core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service. So, here is how reflection is being used in the IBDP Core subjects -Theory of Knowledge, CAS, Ext

The point at which students believe they’ve got near to a solution is the very point when they should be asking more complex questions. This will lead them not just to the solution, but beyond it, producing original and innovative approaches to the area of inquiry. It is the supervisor’s role to help them achieve this. Questions that help student reflection can be divided into five categories: Patterning questions, Dynamic questions, Speculative questions, Evaluative questions, Affective questio

CAS is at the heart of the Diploma Programme and compliments a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. So, please use this poster to work out whether something you want to do can count as a CAS experience:) The original poster here where I adapted it from: https://lnkd.in/dGMpYKm

Developing a narrow, focused research question is an integral part of your extended essay process. A research question will provide a path to guide you through your research and writing. EE Teacher Support Material is helping us a lot and I'm just trying to visualize it to focus more deeply. I hope you like it.

The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor. This lead

The TOK exhibition focuses on exploring how TOK manifests in the world around us. Students are required to select one prompt from the list of 35 internal assessment prompts provided in the TOK subject guide. They then curate an exhibition of three objects connected to their chosen prompt. An extremely wide variety of different types of objects are suitable for use in a TOK exhibition. Students are encouraged to select objects that have personal relevance or that link to areas of personal interes

One aspect of service learning is that engagement in service evolves from being exposed to and developing an understanding of issues and subject matter studied in the academic curriculum. Following are some examples that outline possible links between each of the DP subject areas and the service strand of CAS. I'm happy that you are all getting benefits from my posters:)

A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. It can be a single event or an extended series of events, as we CAS Coordinators all know. We often have trouble finding new CAS ideas. The suggestions in this image are simple but useful things that we can easily apply or access. I hope you like it.

The following are suggestions for CAS experiences associated with each of the subject groups of the DP. The list can be used to provide ideas to students designing their individual CAS programmes. Many of these could also be incorporated into a CAS project. This time, my poster is about CAS ideas focusing on each subject groups. This is going to be a handy poster to apply:)

The term thinking skills refers to a cluster of a large number of related skills, and in the DP particular focus is placed on skills such as metacognition, reflection and critical thinking. Many categorizations of thinking skills also emphasize related behaviours such as “curiosity, flexibility, posing problems, decision making, being reasonable, creativity, risk taking, and other behaviours that support critical and creative thought” (Costa and Kallick 2009). In this way, while a crucial elemen

All DP courses should contribute to the development of five key categories of approaches to learning (ATL) skills: thinking, communication, social, research and self-management skills. Here are some suggestions of ways in which TOK teachers can help students to develop these skills during their TOK courses. I want my posters to be satisfying and functional in terms of content. Your interest in my posters also makes me happy. Thanks.

Subject teachers do not need to “teach” the TOK course in their subject lessons. However, they play a crucial role in helping students to make connections to TOK across the curriculum and in helping to reinforce the development of the skills and dispositions that the TOK course seeks to develop in students. Much of the process of embedding TOK across the curriculum involves demystifying the course and empowering all teachers to engage in TOK conversations. Here is my poster based on TOK Guide, F

There are a wide variety of useful resources available to TOK teachers. Here are some tips on this. Often it is not the resource itself that determines the success of a TOK lesson, it is the quality of the discussion it stimulates or the questions that are asked about it within the TOK class. So here we go with a new poster.

The "brand new" TOK exhibition is worth 33% of the grades. It is assessed internally, but moderated externally. The exhibition aims to assess how you can apply TOK concepts to the real world. You have to complete the exhibition individually (no group work!) and make sure no one in your TOK class/school uses the same objects/images in their exhibition. In short, the TOK exhibition is a live or virtual exhibition of three objects based on one "IA prompt". This example makes it easy for us to under

Students often undertake groundbreaking CAS experiences or projects worthy of recognition. Students who perform well academically in the DP are frequently applauded while extraordinary accomplishments in CAS may go unnoticed. When schools regularly promote their CAS programmes by recognizing and celebrating accomplishments and successes, a clear message is communicated within the school community that CAS is important and has value. Keep in mind that the emphasis may be best placed on recognitio

The CAS stages offer a helpful and supportive framework and continuum of process for CAS students as they consider what they would like to do in CAS, make plans, and carry out their ideas. The CAS stages are applicable to the three strands of creativity, activity, service, and the CAS project. Enjoy the poster!