ToK 11

Week of October 21

Date Agenda Homework
Monday
  • No school
Wednesday
  • Finish Norman, chapter 2
Read and annotate Norman chapter 3 pt. 1
Friday
  • Begin Norman chapter 3

Week of October 14

Date Agenda Homework
Monday
  • Lecture/Discussion - Conscious v. unconscious decision making
  • Video - TED Talk - Our buggy Moral Code - To what extent do Norman and Ariely agree on the role of emotion in human decision making?
  • Discussion of video
Read and annotate Norman pp. 49-55 - EQ: - Due Wednesday
Wednesday
  • Lecture/Discussion - Cognition and emotion
Read and annotate Norman 55-59 - due Friday
Friday
  • Links to all Norman materials, including readings are now available on the sidebar.
  • Return proposals - General comments
  • Lecture/Discussion - Seven stages of action and three levels of processing
Read and annotate Norman chapter three , part 1 - due Wednesday, October 23

Week of October 7

Date Agenda Homework
Monday
  • In your groups - List an briefly define the Norman concepts we have discussed so far.
  • Lecture/Discussion - Finish chapter 1
  • Impeachment resources page
Read and annotate Norman Chapter 1 pt. 2 - Monday, October 14
Wednesday
  • Small group discussion - applying chapter one to the WoKs
Read and annotate Norman Chapter 1 pt. 2 - Monday, October 14
Friday
  • Norman scavenger hunt
    • With your groups visit at least 5 objects.
    • Examine the object and discuss its function and purpose and use with your group. (3 minutes - pencils down)
    • Complete the analysis template for each object visited (7 minutes)
    • If the objects involve a comparison (2 objects with the same purpose) you should complete the template as a comparison of which object is better designed in terms of use.
    • Some of the objects lack all of the components needed for use. Don't include the missing components in your critique - assume they are present)
    • By the end of the period, you should have used all four of the central Norman concepts (Signifiers, mapping, conceptual models, feedback) in your analyses at least once.
    • Due at the corner table at the end of the period

Read and annotate Norman Chapter 1 pt. 2 - Monday, October 14 - EQ - To what extent does emotion influence the rate of decision making?

THS object annotation - due Monday, October 14

Week of September 30

Date Agenda Homework
Monday
  • Finish WoK posters
  • Gallery walk and collection of WoK information
Read and annotate DoET - Mapping, feedback and conceptual models - EQ: TBA - Due Friday -
Wednesday
  • In you small groups - Re-read the first three paragraphs of the handout. Identify, discuss and record which WoKs are critical to the design process. be prepared to share how and why these WoKs are important to the process. If possible, support your observations with a real world example.
  • Lecture/Discussion - Design - affordances and signifiers
Read and annotate DoET - Mapping, feedback and conceptual models - EQ: What is the conceptual model for the Game of Chess? - Due Friday
Friday
  • In your groups - Brainstorm two designed objects. For one of the designed objects, explain how its signifiers make the use of the object easy and enjoyable. For the other , explain how its signifiers are either obscured or missing entirely and how that impacts the user experience. Be prepared to share your ideas with the class
  • Lecture/discussion - Design - mapping, feedback and conceptual models

Week of September 23

Date Agenda Homework
Monday
  • Story time! Introduction to the WoKs
  • Small group discussion of the WoKs in The Lion and the Little Red Bird
  • Share out WoKs found in the story
  • Whole group discussion - how are the WoKs used to shape the audience's understanding
Wednesday
  • Woks group activity using ToK guide descriptions
  • WoK posters - 1 per group
    • Visual metaphor
    • Three strengths of this WoK
    • Three potential problem with this WoK
  • Begin gallery walk
Friday Read and annotate DoET - Affordances and signifiers - EQ: Identify a designed item. Explain two affordances that the object provides you and two ways those affordances are signified. Is the object well designed in terms of how its affordances are communicated to the user? - Due Monday

Week of September 16

Date Agenda Homework
Monday
  • Small group discussion of Denialism article
Read an annotate Machine knowers article - Wednesday EQ - Does Searle's argument prove that machines cannot know anything? Do you believe that machines can know in the same way we do?
Wednesday
  • Debate prep instructions
  • With a partner:
    • What is the point Searle is making with the Chinese room thought experiment?
    • What does Searle mean by understanding?
    • Can AI possess understanding?
  • Split class discussion - Can machines ever know ? (this question does not ask if machines can know now, but whether they will ever be able to know as people do)
  • Quote points for specific reference to the Searle document

Debate prep assignment (counts as an annotation):

  • With your group, brainstorm as many arguments as you can for why your position on knowledge is correct (everybody should record this). Everyone should take notes on the brainstorm and have the brainstorm handy during the debate. Use examples from the readings and specific examples from your experience in classes at THS.
  • Brainstorm as many critical questions for each opposing side as you can (at least three each).
  • Prepare a 1-2 minute opening statement of the reasons for your position. Agree on which people in your group will deliver the opening statement

 

Friday
  • Triangular debate - T, t, (T)?
  • Triangular debate: Is knowledge possible?
    • Debate rules:
      • Arrange chairs in the smallest triangle you can make.
      • Appoint one person for each side of each triangle to track participation (just for their side).
      • Each side should make a 1-2 minute opening statement laying our their position. This statement can be delivered by more than one person on each side.
      • After openings, follow the rules for Socratic discussion (no raising hands, be mindful of others).
      • 2 speakers from one side may not speak in a row.
      • Make every effort to respond directly to the arguments that have come before you - notes help!
      • Your goal is for everyone on your side to contribute at least once during the debate and for the Socratic portion of the debate to last until 35 after the hour.
      • Each side will have then have 5 minutes prep time to put together their closing arguments. Closing arguments should summarize why your side won and deal with major arguments against your position.
      • Bonus participation point for all in group if debate continues to 7:35 and if all members of their side speak.
    • Vote with your feet! Debrief

Week of September 9

Date Agenda Homework
Monday
  • Philosophical skepticism - Small group discussion
Read the excepts from the post modernism handout - answer only the EQ: Based on these excepts, what is the position of post modernism on the knowledge? Answer in a paragraph using quotations from the handout where appropriate.
Wednesday
  • Finish small group discussion on skepticism and relativism
Friday
  • Lecture/Discussion - Wrap up post-modernism
  • Journal - on your own, what is the difference between a factual statement and an opinion? Explain and provide an example.
  • Pew test - Is it factual or is it opinion?
  • Record your results here.
  • Lecture/discussion - Differentiating fact v. opinion
  • Debate preparation for next Friday
    • Meet with your group based on perspective T (1, 2, 3) t (4, 5, 6) (T)? (7, 8, 9 )
    • With your group, brainstorm as many arguments as you can for why your position on knowledge is correct (everybody should record this). Everyone should take notes on the brainstorm and have the brainstorm handy during the debate. Use examples from the readings and specific examples from your experience in classes at THS.
    • Brainstorm as many critical questions for each opposing side as you can.
    • Prepare a 1-2 minute opening statement of the reasons for your position. Agree on which people in your group will deliver the opening statement

Read and annotate Denialism article - Monday, September 16; EQ - Why is denialism a danger to democracy?

Triangular debate - Friday, September 20

Week of September 2

Date Agenda Homework
Monday
  • No School
Wednesday
  • ToK in the news - Deep fakes and the contemporary challenge to knowledge by perception. Read the article here. What impact will this have on American society? What role does the educational system play is building what the article calls "societal resilience?" Be prepared to share your thought with the class.
Friday
  • Lecture/Discussion - Three perspectives on knowledge, pt. 1
  • Journal/table discussion: Is JTB the best definition for what it means to know? What strengths does this definition have and what does it leave out (think carefully about this)? Be prepared to share your thoughts.
Read and annotate skepticism article - Due Monday, September 9

Week of August 12

Date Agenda Homework
Monday
  • Journal - How did Friday's discussion go? What went well and what might be improved?
  • Formalize small groups (4 or 5 people from your half of the alphabet)
  • Lecture/Discussion - Introduction to ToK
  • Syllabus

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Wednesday
  • Lecture/Discussion - Knowledge questions
  • Small group discussion of knowers questions

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Friday
  • Finish - Lecture/Discussion - Knowledge questions
 

Week of August 26

Date Agenda Homework
Monday
  • In table groups, everyone should share the lists of what they know. As a group, discuss how you might construct 3-5 categories, based on the basis for each KC, into which all of your KC could be placed. Be prepared to share your categories.
  • Use the categorizing the basis for what we know template to record both your categories and the KC that fall within each
  • Discuss categorization of KC bases
Wednesday
  • Journal - Are instinct and intuition the same thing? If not, what differentiates them from one another. Explain
  • Lecture/Discussion - Personal (PK) v. Shared Knowledge (SK)
  • Read ToK guide excerpt on shared and personal knowers answer the questions at the end of the shared knowers section as an annotation and be prepared to discuss these questions as a class on Friday
  • Move seats for Avid
Read ToK Guide excerpt on shared/personal knowledge. Answer the questions at the end of the shared knowledge section as an annotation for Friday
Friday Questions from the presentation on the limits of shared knowledge:
  • Can we know a culture of which we are not a part?
  • To what extent are our familiar areas of knowledge embedded in a particular tradition, or, to what extent might they be bound to a particular culture
  • Does knowledge of religion require belief in that religion?
  • Is all knowledge based on perspective or is there a “neutral view” from which knowledge claims can be objectively judged.

Week of August 19

Date Agenda Homework
Monday List ten things you know. Try to come up with things you know in different ways. Describe the basis for each KC- Due Friday, August 23
Wednesday
  • Journal: With your group, develop and write a KQ progression that emerges from our discussion of the "Allegory of the Cave" on Friday.
  • Lecture/Discussion - The theory of knowledge that emerges from Plato's "Allegory of the Cave"
  • Journal/Small group discussion of presentation questions
Complete the "Things I know" template - Due Friday, August 23
Friday
  • Lecture/Discussion - Finish the "Allegory of the Cave"
  • CAS pull outs

Week of August 6

Date Agenda Homework
Monday
  • No School
Wednesday

Read and Annotate Dweck article - Due Friday

EQ- How does the argument in this article relate to your experience in school?

Friday
  • Meet in D210
  • Socratic discussion of Dweck (a-ma = east; mc-z = west)
  • Discussion of Dweck article
    • Partners/answer questions in brief form on a blank sheet of paper - What is Dweck's argument? How does she support this argument? How does this relate to your experience in school?
    • Large group - How should the ideas in this article shape the nature and methods of education in the US? How does this article relate to this class? To what extent do you agree or disagree with Dweck's argument? Does Tracy High and the IB program foster a growth mindset?

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Week of

Date Agenda Homework
Monday
  • Journal - How did yesterday's discussion go? What went well and what might be improved?
  • Formalize small groups (4 or 5 people from your half of the alphabet)
  • Lecture/Discussion - Introduction to ToK
  • Syllabus

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Wednesday
  • Lecture/Discussion - Knowledge questions
  • Small group discussion of knowledge questions

Read and annotate Plato's "Allegory of the Cave" - Due Friday, August 16

EQ: Are WE bound in a cave looking at shadows and thinking them real?

Friday
  • Lecture/Discussion - Finish discussion of knowledge questions
Read and annotate Plato's "Allegory of the Cave" - Monday, August 19