General Instructions
Students must make one or more individual and/or small group presentations to the class during the course. Presentations must be delivered in a language accessible to all members of the class (if the school has been notified to submit presentation recordings, those presentations must be given in the language for which the students have been, or will be, registered).
The maximum group size is three. 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. Students are not permitted to offer presentations on the same specific subject matter more than once. This refers to either the same knowledge question, or the same real-life situation. It is advised that the presentation should take place towards the end of the course, as otherwise students may not have had the chance to develop skills such as formulating knowledge questions which are key to this task.
The TOK presentation requires students to identify and explore a knowledge question raised by a substantive real-life situation that is of interest to them. The selected real-life situation may arise from a local domain of personal, school, or community relevance, or from a wider one of national, international, or global scope. Whatever situation is chosen, it must lend itself naturally to a question about knowledge.
The student is required to extract and explore a knowledge question from a substantive real-life situation. For this reason, it is wise that students avoid real-life situations that need a great deal of explanation from outside sources before the extracted knowledge question can be understood in context.
Presentations may take many forms, such as lectures, interviews or debates. Students may use multimedia, costumes, or props to support their presentations. However, under no circumstances should the presentation be simply an essay read aloud to the class. While pre-recorded inserts within a presentation are permissable, the presentation itself must be a live experience and not a recording of the presentation.
If students incorporate the thoughts and ideas of others into the presentation, this MUST be acknowledged.
Before the presentation, the individual or group must give the teacher a copy of the presentation planning document. This is part of the assessment procedure (see below). The document is not to be handed out to the audience.
Students must make one or more individual and/or small group presentations to the class during the course. Presentations must be delivered in a language accessible to all members of the class (if the school has been notified to submit presentation recordings, those presentations must be given in the language for which the students have been, or will be, registered).
The maximum group size is three. 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. Students are not permitted to offer presentations on the same specific subject matter more than once. This refers to either the same knowledge question, or the same real-life situation. It is advised that the presentation should take place towards the end of the course, as otherwise students may not have had the chance to develop skills such as formulating knowledge questions which are key to this task.
The TOK presentation requires students to identify and explore a knowledge question raised by a substantive real-life situation that is of interest to them. The selected real-life situation may arise from a local domain of personal, school, or community relevance, or from a wider one of national, international, or global scope. Whatever situation is chosen, it must lend itself naturally to a question about knowledge.
The student is required to extract and explore a knowledge question from a substantive real-life situation. For this reason, it is wise that students avoid real-life situations that need a great deal of explanation from outside sources before the extracted knowledge question can be understood in context.
Presentations may take many forms, such as lectures, interviews or debates. Students may use multimedia, costumes, or props to support their presentations. However, under no circumstances should the presentation be simply an essay read aloud to the class. While pre-recorded inserts within a presentation are permissable, the presentation itself must be a live experience and not a recording of the presentation.
If students incorporate the thoughts and ideas of others into the presentation, this MUST be acknowledged.
Before the presentation, the individual or group must give the teacher a copy of the presentation planning document. This is part of the assessment procedure (see below). The document is not to be handed out to the audience.
The diagram indicates that a successful presentation will have several dimensions.
- The two levels in the diagram represent the students' experiences inn the TOK course (lower level) and in the world beyond it (upper level). The connections between the levels demonstrate the relevance of TOK to life beyond the TOK classroom. - At the "real-world" level, there is the real-life situation from which a knowledge question must be extracted. - This knowledge question, residing in the "TOK world", must be developed using ideas and concepts from the TOK course, and in this progression it is likely that othe related knowledge questions will be identified and will play a part in taking the argument forward. - The product of this reflection can be applied back (during and/or after the development) to the real-life situation at the "real-world" level - In addition, the presentation should ideally aim to show how the process of application extends beyond the original situation to other real-life situation, thus demonstrating why the presentation is important and relevant in a wider sense. |
tok_oral_presentation_vancouver_example_orig.pptx | |
File Size: | 2754 kb |
File Type: | pptx |
Support Material |
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