ski~ls ~onceived (~sua! y~ur ,~arow. ;r~r ~ . ~ 7 • Course assessment • The TOK presentation ..................... ···············•·····•···•·····•·········•·•··•·····•···••··· The TOK presentation 7 • Course assessment • Th e TOK pr esenta tion and interesting from a TOK point of view. Discard any topic about which you cannot pose at least one clear question concerning The TOK presentatiOn IS an opportumty or y . . · f ou to show your skill at knowledge. Go back to the section on knowledge issues earlier in identifying and discussing knowledge issues in the context of the this chapter if you aren't sure. This is a vital step in this process. If relatively comfortable surroundings of your own ~lasro~m. Each you skip it, or skimp on it, your presentation will not.fulfill the presentation shou ld have two stages: an introductiOn. bnefly essential TOK requirement. describi ng the real-life/contemporary situation or t?pic you ~ave chosen· and then a treatment of knowledge issues m this topic. The Second, ensure that the topic is a practical and effective choice for ery b;oad term "real-life/contemporary situation" was purposefully the amount of time you have. Be conscious of your time constraints. by the authors of the subject guide to allow a~l TOK TOK presentations can be done by a single student or a small group students to find topics of genuine personal concern a~d mterest to working together, with a maximum of five students per group. You them as knowers. Your teacher might provide you With some will have approximately 10 minutes per member of the group with a . t? alternative topics to choose from, or might instead leave y~u maximum of 30 minutes. In other words if you work on your own, decide completely on your own. Locate the TOK presen~atwn Icon m you will be given 10 minutes (not counting the discussion time your .. previous chapters to remind yourself of the kinds of topi cs th~\ca~r presentation provokes); if you work with a classmate, 20 minutes, or count as real-life or contemporary situations that are appropna e if you work with a group of three to five, about 30 minutes. Time assessment purposes. management and planning are crucial for ensuring a successful presentation. Putting TOK into the presentation . . The scenery or context: real-life/contemporary sttuatwn Discard, therefore, any topic which requires considerable background information before you can begin to treat the Time for TOK presentations? Whether you are working on your own or with other members of your class in a small group, star~ by knowledge issue. If you need 20 out of your 30 minutes to present defining some situations or general topics that concern or.m:er~st to your class informati on on a topic about which they know almost o Focus on ones that might pique your classmates' cunosity m nothing (e.g. chaos theory, the details of a cause you support, or the to engage them in a great classroom discussion after your legal requirements for refugee status), it's probably not a good topic. presentation. Similarly, if you are contemplating a topic with a lot of detail, such as the conflict between your country and its neighbours, you would Some strategies for finding a topic include the following: be well advised to look elsewhere if you cannot narrow it to the • Collect written material from newspapers and different sorts of point that most of your time, effort, and creativity are put into magazines. Notice photographs, captions, c~arts, graphs, and developing the knowledge issue(s). headlines. Be conscious of the kinds of stones that catch ~our One certain way to guarantee that knowledge issues are the centre attention. What do they have in common? Read s~me articles of attention in your presentation is to fulfil what is an IB more thoroughly than you may have done at the time of the requirement anyway: do a good job on the presentation planning events or when you first read or heard about them . document which your teacher will ask to discuss with you in • Consider activities you particularly enjoy. What are your advance. In it, you will have to state: hobbies? Special skills? Sports? Do you play in a band? ~o you • the knowledge issue(s) that will be the focus of your go to art exhibitions or go to every film or play yo_u ~an . Are presentation you a member of a club, society, or local commun:ty. • Think about your own life experience. Your ex~ene~ce as a best • a summary in note form of the way you plan to deal with it in your presentation. friend or grand-daughter, part-time worker, or Immigrant can provide interesting material for reflection. . The action on stage Th. nk about your favourite IB subject. Consider the topics or • within it that interest you most and the reflections that are Decide on the kind of "action" you are going to stage for your stirred in your mind. . . presentation in terms of how best to portray the perspectives on, and • Consider your CAS programme, and your most ennching convey the depth of, your understanding of knowledge issues experiences within it. applied to the situation you have chosen. Live skits (say of news • Think about any cause, local or global, that you support. reporting or interviews to a panel of experts) and dramatized readings are popular ways of getting across to your audience If you are working in a group, share your ideas. Then different perspectives on knowledge issues, as are showing video choices down to two or three topics. You now have a short bst . clips or listening to a recording of you and your group doing Knowledge issues: the heart . . . something out of class as a means to launch into your live analysis. First, to decide which topic on your short list IS the wmne~, ensure You can use music, costumes, prop s of all sorts, and any material 276 that you can formulate the knowledge issue(s) that make It relevant or otherwise) that you think will work in the service of your PriiUe objective: to demonstrate how much and how well you can 277
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