Internal+Exam+Presentation+Page

Here are links and documents to help you with your presentation. Research Links [|www.bibme.org]

Your required official form for the Internal Exam

Your rubric Your required documentation to the teacher form (one question per week) Your checklists Knowledge Issues Planning Template

General
Students must make one or more individual and/or small group presentations to the class during the course. The maximum group size is **five**. If a student makes more than one presentation, the teacher should choose the best one (or the best group presentation in which the student participated) for the purposes of assessment. The TOK presentation requires students to identify and explore the knowledge issues raised by a substantive real-life situation that is of interest to them. Aided by their teachers (see below), students can select the situation they will tackle from a more limited domain of personal, school, or community relevance, or from a wider one of national, international or global scope. It is important that the situation that is selected is sufficiently circumscribed, so as to allow an effective treatment of knowledge issues. For this reason, it is wise to avoid topics so unfamiliar to the class that a great deal of explanation is needed before the underlying knowledge issues can be appreciated and explored. Presentations may take many forms, such as lectures, skits, simulations, games, dramatized readings, interviews or debates. Students may use supporting material such as videos, MS PowerPoint presentations, overhead projections, posters, questionnaires, recordings of songs or interviews, costumes, or props. Under no circumstances, however, should the presentation be simply an essay read aloud to the class. Each presentation will have two stages: A good presentation will demonstrate the presenter’s personal involvement in the topic and show both why the topic is important and how it relates to other areas (see assessment criteria for more details). Approximately 10 minutes per presenter should be allowed, up to a maximum in most cases of 30 minutes per group. Presentations should be scheduled to allow time for class discussion afterwards. Interaction and audience participation are allowed during the presentation, not just in follow-up discussion, but there must be an identifiable substantial input from the presenter(s) that is assessable. Before the presentation, the individual or group must give the teacher a copy of the presentation planning document (see below). The document is not to be handed out to the audience.
 * an introduction, briefly describing the real-life situation and linking it to one or more relevant knowledge issue
 * a treatment of the knowledge issue(s) that explores their nature and responses to them, and shows how these relate to the chosen situation.

The role of the teacher
The presentation should be a positive TOK learning experience for the audience. With this goal in mind, teachers may assist students in the choice of topic (situation) for the presentation (or even supply it), and in a general way support their thinking about relevant knowledge claims, means of justification, the issue(s) to be posed, the perspectives to be addressed, and the connections that can be made. Often a variety of appropriate knowledge issues can be identified in the kind of real-life situations/contemporary problems most students will want to present. Teachers should help them concentrate their efforts on a clearly formulated one. Each topic should be treated only once in a particular teaching group. In summary, the teacher should give the presenter(s) every opportunity to construct a presentation that will advance the aims of the TOK course for the class as a whole. The teacher may support students by guiding them towards suitable approaches but should not do their work for them. The date when each presentation is to take place should be given to students well in advance, to allow sufficient time for topics to be chosen and for material to be prepared.

Practice Seminar



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