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IB ‘Taster’ Day 1

IB ‘Taster’ Day 1. June 28 th 2011. Today is for. Getting informed Getting interested Getting stimulated!. Challenges. Engage brain now! Thinking differently, valuing different kinds of thinking and knowledge An open mind? Judgement – Objectivity versus subjectivity

matthew-trujillo
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IB ‘Taster’ Day 1

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  1. IB ‘Taster’ Day 1 June 28th 2011

  2. Today is for • Getting informed • Getting interested • Getting stimulated!

  3. Challenges • Engage brain now! • Thinking differently, valuing different kinds of thinking and knowledge • An openmind? • Judgement – Objectivity versus subjectivity • Right back at ya – how to challenge and contest http://www.thetwentyfirstfloor.com/main/wp-content/uploads/2010/06/brain.jpg

  4. IB Diploma Programme • Mowbray College

  5. What is the Diploma Programme? • A 2-year program • Rigorous academic course • Interconnects subjects • Teaches the whole person • Recognised at our universities and around the world • International and local perspectives

  6. Subjects in the Diploma Programme? All students will do a ‘core’: • Theory of Knowledge (TOK) • Creativity, Action, Service (CAS) • Extended Essay (EE)

  7. Subjects in the DP All students do 6 subjects: • English • A 2nd Language French, Mandarin, Indonesian for beginners • Mathematics • At least one Sciencesubject Biology, Chemistry, Physics • At least one Humanitiessubject History, Psychology, Business and Management • Perhaps one Artssubject Visual Arts, Film, Drama

  8. Learner Arts English Creativity, Action, Service Theory of knowledge Language B Mathematics Extended essay Experimental Sciences Humanities The Diploma Programme diagram

  9. How is the Diploma scored? • A maximum score of 7 in 6 individual subjects • The Extended Essay and TOK Essay can combine for 3 marks • Giving a maximum score of 45

  10. In action: • High Level and Standard Level subjects – 3 of each • All subjects interconnect with Theory of Knowledge • The strength of the ‘core’ – short and long term • What does an IB class feel like? • Safety net and pass requirements • 2 year time frame makes a difference: • Y11 means something! • Deeper knowledge • Skill development • Being in a group

  11. The DP and University entrance • The DP is scored out of 45. ATAR is a rank out of 100. The table shows translation scores of DP scores to ATAR

  12. This translation score reflects that universities like Diploma graduates because they can ‘hit the ground running’ This is probably due to the: Depth and breadth of the subjects Connected nature of the programme TOK and the critical analysis skills it brings The Extended Essay

  13. Who is it for? Young people who: • See the value in a broad and connected education base • Like to read • Want to achieve in the top 30% of Victorian students • Achieve moderately or better across most subjects • Want to learn • Want a successful transition to university • A better 1st year • Better overall

  14. The true benefit of earning the IB Diploma is intrinsic in nature.  The change that occurs within a student academically and personally while pursuing the Diploma produces far greater personal growth and satisfaction than the Diploma itself.

  15. Internationalism What is ‘being international’?

  16. http://home.vicnet.net.au/~wp2000au/image/GlobalMeal.jpg • http://3.bp.blogspot.com/_ZMJkSOWrK2o/TQxOc98FpLI/AAAAAAAAAB8/wi96PWGx9G0/s1600/worldpeace.jpg The IB has high aims for the people of the world: • live in peace by understanding each other You can understand someone by putting yourself in their place, taking their perspective.

  17. http://freethumbs.dreamstime.com/274/big/free_2741599.jpg • To be able to do this you have to understand something about them and their culture. • http://www.hegerty.com/StraightForward/Cultural%20Diversity.asp

  18. http://netdna.copyblogger.com/images/critical-thinking.jpg • As well as seeing things from other points of view you need to be able to judge these points of view, to evaluate them - to think critically about them.

  19. http://dontbeafraid.edublogs.org/files/2008/10/flock.jpg http://dontbeafraid.edublogs.org/files/2008/10/network.jpg The world is becoming flat again, and there is no getting away from others. You also can't know everything - so you'll need to be connected. To people and with people.

  20. Culture Cultural awareness & understanding

  21. One of the main ways that the Diploma addresses cultureis through learning a secondlanguage

  22. http://www.wired.com/images_blogs/underwire/images/2009/04/19/img_4142_kdh_condoris.jpghttp://www.wired.com/images_blogs/underwire/images/2009/04/19/img_4142_kdh_condoris.jpg

  23. What do we lose when we lose a language? David Harrison: The human knowledge base is eroding as we lose languages, exacerbated by the fact that most of them have never been written down or recorded. In “When Languages Die” (2007) I wrote “When we lose a language, we lose centuries of human thinking about time, seasons, sea creatures, reindeer, edible flowers, mathematics, landscapes, myths, music, the unknown and the everyday.” Only some cultures erect grand built monuments by which we can remember their achievements. But all cultures encode their genius in their languages, stories, and lexicons. Each language is a unique expression of human creativity. We find millennia of careful observation of the natural world and human behaviour, knowledge of flora and fauna (often not yet known or identified by scientists), and some of the secrets of how to live sustainably in challenging environments like the Arctic or the Andean Altiplano. We would be outraged if Notre Dame Cathedral or the Great Pyramid of Giza were demolished to make way for modern buildings. We should be similarly appalled when languages—monuments to human genius far more ancient and complex than anything we have built with our hands—erode.”

  24. Wade Davis Scientist, explorer, saver of disappearing cultures

  25. Why aren’t there any direct flights from South America to Asia? • Why do you have to rinse your shoes in disinfectant when you arrive in some countries?

  26. Creativity Arts in the DP

  27. Critique Critical thinking & analysis

  28. We’re about to go on a brief and light journey into the world of the Theory of Knowledge (ToK) subject • ToK challenges us to think about how we know things • It helps us to analyse and judge claims , like these • Boat people are illegal • Arranged marriage is wrong • Global warming is a hoax • And this one….

  29. Gendercide is an acceptable cultural practice Gendercide is wrong and those involved should be punished

  30. What questions do you have? • What is it? The aborting or killing of (typically) female babies because they are female • Where does it happen? It is a well-documented phenomenon in China and India. Eg gender ratios in some areas • Who does it? Mothers, female relatives, doctors • Why does it happen? Often a female child is an expensive burden to poor families, especially if she is the second girl in the family. • Who makes these claims?

  31. Things to help us tackle such claims: • What is a ‘claim of knowledge’? What is ‘contested knowledge’? • What is something you know to be true that you • can prove? • cannot prove? • How do you know these things?

  32. How do you know? • In ToK we consider that there are 4 Ways of Knowing: • Sensory perception – sight, touch, hearing, smell • Reasoning and logic • Emotion and belief • Language

  33. Sensory perception • Awareness test

  34. Reasoning (and logic) • ToKMowbray – Monty Python ‘witch’ sketch

  35. Emotions (and belief)

  36. Language • Think about what has been discussed earlier about losing languages and cultures. Why is this a Way of Knowing?

  37. So can we identify a ‘knowledge claim’, and view it through each Way of Knowing? • Come up with some examples… • OK, that’s Part 1 of our toolkit • Part 2 is a ‘Baloney Kit’

  38. Baloney kit (adapted from the American Sceptics Association) • How reliable is the source of the claim? • Does the source make similar claims? • Have the claims been verified by somebody else? • Does this fit with the way the world works? • Has anyone tried to disprove the claim? • Where does the preponderance of evidence point? • Is the claimant playing by the rules of science? • Is the claimant providing positive evidence? • Are personal beliefs driving the claim?

  39. Let’s test it… Global warming is a hoax • What are the Ways of Knowing involved, and how? • Now, let’s run it against the Baloney Kit

  40. Lunch!

  41. Connectivity Who and how you connect

  42. Your task: • In groups of 3-4 • Chose a Knowledge Claim from the list • Analyse the claim • Investigate • take a position • substantiate it (back it up) • and report back/present • Make sure you include yourself as a Knower in your position • There are netbooks here, about 2 per group

  43. Contested and conspiracy claims: • Boat people are illegal • Arranged marriages are wrong • The moon landing is a hoax • There is no cure for the common cold • Australia needs a carbon tax • The universe is infinite • Humans evolved from apes • The world is only as old as the bible says it is • Acupuncture works • You do not need to see something to know it is real • The Holocaust never happened • The aborigines of Tasmania were wiped out by genocide • Going to war in Afghanistan is the right thing to do • Art has no use • Being cruel to animals before they are slaughtered is cruel • Fast food should not be advertised to children • Head scarves in public should be banned • Plain packaging for cigarettes is going too far

  44. Citizenship Global citizenship

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