Tok and cas core week bms lauwers
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Transcript of Tok and cas core week bms lauwers
they are student centred
student takes an active role doing or being the actor of knowledge
starting point are the knowledge and skills acquired previously
you don’t memorize content
you don’t need to have the right answers
focus on the student reflection process
TOKCAS
understanding of yourself and others in
relation to each other and the surrounding
world
experiential side theoretical side
encourages you to be capable of thinking
critically and finding meaning in your
thoughts, ideas and experience
enhances reflectionenriches your experience
reflecting and evaluating own
knowledge
critical thinking
guiding and orienting reflection
emphasize the importance of reflection and
the development of self-awareness
experience
thinking about how one feels
what it means to
everyone involved
abstract and theoretical side
TOKCAS
experiential knowledge
knowledge you can’t gain in the
classroom
TOK opens the classroom door for knowledge derived from CAS:
‘MUSCLE MEMORY’
You can read or talk about learning to swim or
riding a bike as long as you like but you will only
learn what’s involved through doing it, through
gaining a feel for what works best
(Dombrowski e.al.,
CAS TOK
REFLECTION PROCESS
personal learninghigher level of generality
What did I learn?How reliable is it as knowledge?
How can I generalise it to other
situations I might meet?
How does it affect my other knowledge?
Does it carry implications for attitudes
and future actions?
CREATIVITY
raises questions about ways in which creativity is involved in
renewing knowledge in all areas
- new proof in mathematics
- a fresh hypothesis
- revised interpretation of an event in history
Range of ways of knowing are involved in dance,
theatre production, writing etc…
SERVICE
raises questions in the AOK ethics about the way human beings should treat
each other
activities with children with special needs
providing companionship for the aged and lonely
responding to community needs through cleaning and building
Students gain a grounding in personal response and reflection that combines
with their other life experiences to anchor TOK exploration of ethical
knowledge in a variety of ways:
What does it mean to make the world a better place?
What kind of arguments can be made for responsibility to
others?
What implications for action might exist?
ACTION
raises questions of knowledge about the distinction between
knowing that something is the case and knowing how to do
something
provides students with some fine TOK reflections on differing forms of
knowing and the way they combine in practice