Recent Posts by Chris White

Understanding science requires a science

Natural Science Natural Science is a fascinating area of knowledge. You only have to start scratching the surface of  science before you come across a litany of examples of its awesome nature, especially in regards to its impact on our lives. We also very quickly realise that there are many myths to do with science. I suspect that your TOK classroom has involved a discussion about the ‘basic scientific method’ (BSM). This is a very good starting point for understanding the ...

Concept Checking

Concept Checking Concept checking is finding out if a learner has understood a new concept or insight introduced into a lesson. There are a variety of ways to do this, including asking concept questions as part of the classroom dialogue. this is an important aspect of all classroom learning, however, in a course such as TOK, where there is a lot of ‘conceptual connectedness’ or ‘concept networks’, it is very important to ensure that students are developing their understanding of individual ...

The Game of Knowledge

In my TOK classroom, there are a number of occasions when I use the metaphor of a game to convey an idea on the nature of knowledge, especially in maths and science. Usually, I reference chess as the ideal game, played by a set of rules. In a lesson on Maths as an AoK I tell a story where in a distant past TOK class I challenged a student who was a brilliant chess player to a game. In front ...

TOK can be a Fishy Business

Why do TOK? Encouraging students to see TOK as an Experience A Dialogue with a Fish-Out-of-Water Imagine asking a fish what it is like to live in water? What do you think the fish would say? Hard to work out? Well, it might go something like this: Imaginary Dialogue Fish: “Water? What is water? What are you talking about?” Pretty simple and understandable. However, with this response, maybe you would patiently explain to the fish that it lives in water, HsO, a substance, a liquid, and so ...

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