TOK unit plan Intuition

Exchanging knowledge DP year 1,

Course and topic Timing of unit

Unit description and texts DP assessment(s) related to unit

Students will learn how ways of knowing are used in gaining Students will justify knowledge claims using ways of knowing. (S)
knowledge, exchanging knowledge, and evaluating its truth.
They will learn that ways of knowing produce knowledge when
they work together.
They will learn that ways of knowing help us justify what we
claim to know. Therefore, they support our knowledge claims.
Bibliography
Dombronski, Rotemberg and Bick, (2013). Theory of Knowledge.
Course Companion, 2nd edition, Oxford University Press
Van de Lagemaat, R. (2015). Theory of Knowledge for the IB
Diploma. 2nd edition. Cambridge University Press

INQUIRY: establishing purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply,
their knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the
teacher.
  Students will review knowledge questions
 Students will become familiar with ways of knowing
 Students will learn how to justify knowledge claims

Essential understandings
List here the key content/skills/concepts that students will know/develop by the end of the unit.

Students will know the following content:

Knowledge claims
Ways of knowing
Justification
Students will develop the following skills:
Students will learn to justify knowledge claims using ways of knowing
Students will learn that ways of knowing interact with one another.
Students will grasp the following concepts:
Justifying knowledge claims.

Missed concepts/misunderstandings
List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.
 Content-based:
Skills-based:
They may have some problems in communicating justifications.
They may have some problems in combining ways of knowing to justify claims.

Concept-based:
They may have some problems in justifying claims.
They may have problems understanding that ways of knowing work as a network.

Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional
questions that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.

What are knowledge claims?

What are ways of knowing?
What is a justification?
How do we justify knowledge claims?
How do ways of knowing work?
Do ways of knowing act in isolation, or do they need to work together?
How do we know what we claim to know?

ACTION: teaching and learning through inquiry

Key activities Assessment
Students will know the following content: Content-based:
Knowledge claims Students will practice how to justify their claims. (F)
Ways of knowing Students will overview ways of knowing. (F)
Justification They will reflect on the role of “justification” in the production of
knowledge. (F)

Students will develop the following skills:

Skills-based:
Students will learn to justify knowledge claims using ways of knowing
Students will justify knowledge claims using ways of knowing. (S)
Students will learn that ways of knowing interact with one another.

Students will grasp the following concepts:

Concept-based:
Justifying knowledge claims.
Students will discuss how different ways of knowing are involved in
justifications. (F)

Approaches to learning Connections

√ Thinking Affirm identity—build self-esteem

√ Social √ Value prior knowledge
√ Communication Scaffold learning
√ Self-management √ Extend learning
Research Details:
Details:Students will work in small group to justify their claims. They Students use their prior experience and knowledge on ways of knowing
will discuss their answers and negotiate the best one before turning in to justify their claims.
their papers. Therefore, they will use their oral and writing skills in
this unit. They will listen to one another respectfully and reflect on
their answers.
 Resources

Dombronski, Rotemberg and Bick, (2013). Theory of Knowledge. Course Companion, 2nd edition, Oxford University Press
Van de Lagemaat, R. (2015). Theory of Knowledge for the IB Diploma. 2nd edition. Cambridge University Press

REFLECTION: Considering the planning, process and impact of the inquiry

What worked well What didn’t work well

In general, everything went well. It was mostly a review unit. Besides, I took over
two other group of students and this unit allowed me see how much they knew
from early unit and what needed to be explained again.

Transfer goals
List the transfer goals from the beginning of this unit planner.

 Students will review knowledge questions

 Students will become familiar with ways of knowing
 Students will learn how to justify knowledge claims
Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

Actually, this chapter has two big aims. First, to review what they have learned in the previous units, and second, to introduce ways of knowing
as the instruments or tools that help us gain and produce knowledge.
Both, students and I worked intensely in this unit. I went over passed concepts, content and skills to make sure students had a clear
understanding of the bases. Then, We started exploring ways of knowing. It was an overview since they will study each on in detail later on in
the course.