Part 2 The PresentationPart 2 The Presentation

What is the presentation?What is the presentation?

• A student present that can be done A student present that can be done alone or in groupsalone or in groups

• 10 minutes per student10 minutes per student

• 30% of final TOK grade30% of final TOK grade

• Internally assessedInternally assessed

• Must be on a contemporary problem Must be on a contemporary problem or real-life situationor real-life situation

Changes in the presentation Changes in the presentation and grading criteriaand grading criteria

• Subject choice Subject choice mustmust be on a relevant and be on a relevant and contemporary issuecontemporary issue

• Teachers may now give more assistance to Teachers may now give more assistance to students in their choice of topics, and are students in their choice of topics, and are even allowed to assign topics to the even allowed to assign topics to the studentsstudents

• A more thorough process of documentation A more thorough process of documentation has been implemented that requires a has been implemented that requires a presentation planning document and a post presentation planning document and a post presentation assessment document. Both presentation assessment document. Both the teacher and the student assess the the teacher and the student assess the presentation on the assessment documentpresentation on the assessment document

Changes in the presentation Changes in the presentation and grading criteria (contd.)and grading criteria (contd.)

• Students must learn how to apply the Students must learn how to apply the grading criteria upon themselves since grading criteria upon themselves since they will be assessing themselves with the they will be assessing themselves with the criteriacriteria

• The grading criteria are easier to The grading criteria are easier to understand and easier to applyunderstand and easier to apply

• The demands made on the students are The demands made on the students are not as high. Excellence is not needed to not as high. Excellence is not needed to score the highest marksscore the highest marks

• All four of the grading criteria have been All four of the grading criteria have been changed significantly in several wayschanged significantly in several ways

Topic ChoiceTopic Choice

• The topic choice must make it possible to The topic choice must make it possible to address relevant knowledge issues from address relevant knowledge issues from different perspectivesdifferent perspectives

• The topic must be about a contemporary The topic must be about a contemporary problem or a real life situationproblem or a real life situation

It should be something that is easy to feel It should be something that is easy to feel engagement with. It should ideally be engagement with. It should ideally be something the student feels is importantsomething the student feels is important

Topic choice (contd.)Topic choice (contd.)

• Contemporary topics can easily be Contemporary topics can easily be found in the news and other media. found in the news and other media. These topics need not only be These topics need not only be internationally recognised issues but internationally recognised issues but can also be found at local and can also be found at local and community levelcommunity level

• In approaching the subject, think In approaching the subject, think originally and be creative. Approach the originally and be creative. Approach the topic in a unique waytopic in a unique way

Topic choice (contd.)Topic choice (contd.)

• Use concepts learned from the areas of Use concepts learned from the areas of knowledge and ways of knowing to knowledge and ways of knowing to approach the subjectapproach the subject

• Consider the different possible formats Consider the different possible formats what deciding how to present. There are what deciding how to present. There are many possibilities like skits, debates, many possibilities like skits, debates, and lectures. Pick a type that you and lectures. Pick a type that you personally think would be fun to work personally think would be fun to work withwith

Understanding the grading Understanding the grading criteriacriteria

Criterion A, Identification of Criterion A, Identification of knowledge issue (5p)knowledge issue (5p)

• Has a presentation planning document Has a presentation planning document been completed? If so the knowledge been completed? If so the knowledge issue should be a relevant oneissue should be a relevant one

• Make sure the knowledge issue is Make sure the knowledge issue is clearly identified in the presentation. clearly identified in the presentation. This can easily be done by saying in the This can easily be done by saying in the presentation, “presentation, “The knowledge issue The knowledge issue which this presentation will examine which this presentation will examine is…is…””

Criterion A, Identification of Criterion A, Identification of knowledge issue (5p) (contd.)knowledge issue (5p) (contd.)

• Be able to finish the following Be able to finish the following statement. “statement. “This knowledge is relevant This knowledge is relevant to the topic because…to the topic because…” The ” The presentation needs to presentation needs to explainexplain why the why the knowledge issue is relevant to the topic. knowledge issue is relevant to the topic.

• The audience should not have to figure The audience should not have to figure it out for themselves. You must inform it out for themselves. You must inform themthem

Criterion B, Treatment of Criterion B, Treatment of knowledge issues (5p)knowledge issues (5p)

• Knowledge issues must be explained Knowledge issues must be explained fullyfully

• Be sure to explain how the knowledge Be sure to explain how the knowledge issues affect knowledge and knowing issues affect knowledge and knowing within the context of the topicwithin the context of the topic

• Elaborate upon different elements of Elaborate upon different elements of the knowledge issue to show a good the knowledge issue to show a good understandingunderstanding

Criterion B, Treatment of Criterion B, Treatment of knowledge issues (5p)knowledge issues (5p)

• Try to explain how the knowledge Try to explain how the knowledge issue affects knowledge about the issue affects knowledge about the topic on an individual level and on a topic on an individual level and on a community level. This shows a good community level. This shows a good understanding of what implications understanding of what implications the knowledge issue has for the knowledge issue has for knowledge and knowing about the knowledge and knowing about the topictopic

Criterion C, Knower’s Criterion C, Knower’s perspective (5p)perspective (5p)

• Knower’s perspective is looking for Knower’s perspective is looking for evidence of original thinking and an evidence of original thinking and an individual approach to the topic which individual approach to the topic which uses the concepts of TOK in a unique uses the concepts of TOK in a unique wayway

• Knower’s perspective wants to see that Knower’s perspective wants to see that the students have understood TOK well the students have understood TOK well enough to be able to do something with enough to be able to do something with it themselvesit themselves

Criterion C, Knower’s Criterion C, Knower’s perspective (5p)perspective (5p)

• Make sure the discussion reflects an Make sure the discussion reflects an individual approach which is uniqueindividual approach which is unique

• Consider presenting in formats (such as Consider presenting in formats (such as skits) which will easily lead into skits) which will easily lead into approaching the topic uniquelyapproaching the topic uniquely

• Be sure to use examples that are Be sure to use examples that are significant and that make a clear point and significant and that make a clear point and reflect TOK concepts. The example will not reflect TOK concepts. The example will not speak for itself.speak for itself.

Criterion C, Knower’s Criterion C, Knower’s perspective (5p)perspective (5p)

• Attempt to use examples from a Attempt to use examples from a variety of sources including personal variety of sources including personal examplesexamples

Has the significance of the topic been Has the significance of the topic been demonstrated? Have an answer to demonstrated? Have an answer to the question, “the question, “What significance does What significance does the knowledge issue being discussed the knowledge issue being discussed in this topic have for people?in this topic have for people?””

Criterion D, Connections Criterion D, Connections (5p)(5p)

• This criterion assesses skills which This criterion assesses skills which are analytical in natureare analytical in nature

• The important skills needed in this The important skills needed in this criterion are the ability to understand criterion are the ability to understand the knowledge issue from different the knowledge issue from different perspectives and to understand what perspectives and to understand what implications these different implications these different perspectives will haveperspectives will have

Criterion D, Connections (5p) Criterion D, Connections (5p) (contd.)(contd.)

• Examine the topic (the knowledge issue) Examine the topic (the knowledge issue) from different points of view. Find from different points of view. Find different ways to approach and discuss itdifferent ways to approach and discuss it

• Discuss these perspectives thoroughly. Discuss these perspectives thoroughly. Quality is better than quantity. Quality is better than quantity. Remember that this is an analytical Remember that this is an analytical criterion and it assesses the ability to criterion and it assesses the ability to understand things from different understand things from different perspectivesperspectives

Criterion D, Connections (5p) Criterion D, Connections (5p) (contd.)(contd.)

• Find counterclaims to the presentations main Find counterclaims to the presentations main assertion as a way to stimulate thinking about assertion as a way to stimulate thinking about other perspectivesother perspectives

• Be sure to thoroughly explore the implications the Be sure to thoroughly explore the implications the different perspectives would have on areas different perspectives would have on areas related to the topic. related to the topic.

• Be certain that, after the presentation, the Be certain that, after the presentation, the audience will be able to answer the questions, audience will be able to answer the questions, ““What would it mean to people and to the What would it mean to people and to the knowledge of the situation if we assume knowledge of the situation if we assume perspective A to be true? What would it mean if perspective A to be true? What would it mean if we assume perspective B to be true?we assume perspective B to be true?””

Final important thoughtsFinal important thoughts

• Have fun with the presentationHave fun with the presentation• Try not to be stressed. You will get Try not to be stressed. You will get

good marks if you follow the good marks if you follow the instructionsinstructions

• Be sure to use the “Checklist for a Be sure to use the “Checklist for a good presentation” when preparing good presentation” when preparing to make sure you have included the to make sure you have included the proper elements and avoided the proper elements and avoided the common mistakescommon mistakes

Bon VoyageBon Voyage

The End