How to structure the ToK Course 2/4: ToK Concepts & Knowledge Questions Model

This is the second of four blogposts on models for structuring the ToK Course (the first post is linked here). In this model we look at The ToK Concepts and Knowledge Questions Model.

This blogpost can be viewed as a video here, and below.

This model can be summarised as:

Focus on ToK Concepts not on AoKs.

This model structures the course around the 12 ToK concepts, and uses knowledge questions as prompts to explore those concepts. You could use the knowledge questions found in the IB ToK Subject guide, or devise your own KQs . Examples of units of work using this model can be found here. This particular unit takes the concepts of Truth, Justification and Perspective and looks at them through 2 Knowledge Questions, one from AoK The Arts and one from AoK History.

The first advantage of this model is that it draws on concepts, it is inherently interdisciplinary, and gives a far more coherent understanding of ToK. By focusing the planning around the concept this model enables a far clearer integration of, and transition between, the real world context and the more abstracted world of ToK.

Another advantage of this model is that it encourages teacher-student co-construction of the ToK course lends itself more easily to the inquiry approach to learning. Using concepts as the planning focus is far more open ended than using the ToK Framework, or even knowledge questions. By using concepts students are compelled to at least select relevant knowledge questions, and in many cases students will write their own knowledge questions. This then leads on to students identifying real world contexts for the exploration of their KQs, application of the Knowledge Framework and a greater range of perspectives in the answers produced than might be seen from the previous model. I like to use a rough approximation of Kolb’s Learning Cycle when designing lessons using this model (more on this in later posts). Kolb’s LC lends itself to an active enquiry approach which builds ToK Skills and IB Learner Profile Qualities.

The ToK classroom should be a busy place of movement, noise and activity. A marketplace, an ideas marketplace.

- Daniel Trump

The disadvantages of this model becomes apparent if the model of inquiry is too loosely defined, or stage-posting is not clear enough for students. There is a danger with this model that students don’t actually engage with ToK at all, it is very easy to get bogged down with the real world contexts being considered. This is particularly the case with a poorly designed model of inquiry which does not adequately ‘guide’ the student to consider knowledge claims, knowledge issues, nor the ToK framework. There are also potential problems with syllabus coverage arising from this model (students should learn 5 AoKs and a minimum of 2 optional themes).

In summary, The ToK Concepts & knowledge Questions model is very powerful when used by an experienced ToK teacher, or a teacher who is highly skilled at developing inquiry led learning models. In the next two blog posts I will consider developments that attempt to deal with some of the drawbacks of this model.

Stay Tok-Tastic my friends!,
Daniel, Alentejo, Portugal, July 2024