Category-2 BiologyDenver 2014

Session 3International Mindedness & TOK

Objectives of Session 2

• To identify links with international mindedness embedded in the revised biology guide

• To identify theory of knowledge questions as they appear in the syllabus

• To discuss how TOK issues can be explored in the study of IB Biology

What is TOK ?

• The Theory of Knowledge (TOK) course• Knowers and Knowing• Ways of Knowing• Areas of Knowledge• The Knowledge Framework

• TOK is primarily concerned about knowledge questions• The features of knowledge questions are found in the

TOK course guide

• Examples of knowledge questions in science• How can we decide on cause and effect when we observe

correlation?• To what extent does the name we give a thing affect our

perception of it?• Can the same data justify mutually exclusive conclusions?

Why DP biology teaching addresses ToK?

• The core is seen as the heart of the DP• The DP core relies on the disciplines to provide

enrichment• Individual subjects should be enhanced by the DP core • TOK should feed into a deeper understanding of the

subject matter studied by Diploma Programme students.• Science teachers take responsibility for transference of

understanding of methods back to the ToK classroom• Discussion-based learning helps to effect IM cultural

competence: ‘my own view does not exhaust the possibilities

• Discuss whether the data supports the conclusion that NaCl is diffusing out of the dialysis tubing

• Exercise to address TOK• Biology aim: helps

students understand why uncertainty figures are placed in data tables

• IM: mutually exclusive conclusions are possible depending on criteria for judgment

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The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Education for international mindedness relies on the development of learning environments that value the world in all its complexity as the broadest context for learning.

language as a reality, right and resource inquiry, action & reflection on humanity’s greatest challenges, including: conflict, rights, environment, development and cooperation & governance authentic learning through service with the community

= culturally competent and globally engaged

Internationally-minded education

Head Heart Hands

understanding attitudes skills

What do I need to notice and know?

Why should I care? What will I do, and with whom?

Inquire: be informed Reflect: be moved Act: be involved

Strategies for global engagement

1. Introduce global content into your curriculum

6. Show you know and care about global challenges

2. Choose course options with global requirements

7. Think with students about attitudes, values and dispositions

3. Build in opportunities for students to discuss global concerns

8. Connect classroom processes with significant local / global challenges

4. Look for teachable moments 9. Use technology to connect across cultures and geographical regions

5. Create globally-oriented learning environments / displays

10. Engage in professional development that increases your understanding of global education

with thanks to Boyd Roberts

Examples of International-Mindednessin New Syllabus

Biologists in laboratories throughout the world are researching into the causes and treatment of cancer

Sequencing of the rice genome involved co-operation between

biologists in ten countries

Release of greenhouse gases occurs locally but has a global

impact, so international co-operation to reduce emissions is essential. Over 100 countries across the

globe have agreed to ban the production of CFC’s to reduce the

depletion of the ozone layer

Using the summary of international mindedness discussion suggestions and the ten point framework for global engagement, discuss the ways that you can effect international mindedness in the context of the DP biology classroom

Link to teaching DP biology