Tok and cas core week bms lauwers
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CAS and TOK are at the core of the IB because they are student-centered and focus on experiential learning and reflection. CAS provides experiences outside the classroom that cannot be gained through traditional learning. TOK connects these experiences to abstract theoretical knowledge. Both encourage students to think critically and reflect on what they have learned and how it affects their understanding. Through activities, production, and service, students consider different ways of knowing and gain grounding in ethical decision making and responsibility.
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cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
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Tok and cas core week bms lauwers
- 1. BMS IB Core Week July 2014 TOK and CAS
- 2. Why CAS and TOK are at the CORE
- 3. they are student centred student takes an active role doing or being the actor of knowledge starting point are the knowledge and skills acquired previously you don’t memorize content you don’t need to have the right answers focus on the student reflection process
- 4. TOKCAS understanding of yourself and others in relation to each other and the surrounding world experiential side theoretical side encourages you to be capable of thinking critically and finding meaning in your thoughts, ideas and experience enhances reflectionenriches your experience reflecting and evaluating own knowledge critical thinking guiding and orienting reflection
- 5. emphasize the importance of reflection and the development of self-awareness experience thinking about how one feels what it means to everyone involved abstract and theoretical side TOKCAS
- 6. How CAS and TOK link
- 7. experiential knowledge knowledge you can’t gain in the classroom TOK opens the classroom door for knowledge derived from CA
- 8. rovides a counterbalance to overly rational accounts of learning and know
- 9. ‘MUSCLE MEMORY’ You can read or talk about learning to swim or riding a bike as long as you like but you will only learn what’s involved through doing it, through gaining a feel for what works best (Dombrowski e.al.,
- 11. CAS TOK REFLECTION PROCESS personal learning higher level of generality What did I learn? How reliable is it as knowledge? How can I generalise it to other situations I might meet? How does it affect my other knowledge? Does it carry implications for attitudes and future actions?
- 12. CREATIVITY raises questions about ways in which creativity is involved in renewing knowledge in all areas - new proof in mathematics - a fresh hypothesis - revised interpretation of an event in history Range of ways of knowing are involved in dance, theatre production, writing etc…
- 13. SERVICE raises questions in the AOK ethics about the way human beings should treat each other activities with children with special needs providing companionship for the aged and lonely responding to community needs through cleaning and building
- 14. Students gain a grounding in personal response and reflection that combines with their other life experiences to anchor TOK exploration of ethical knowledge in a variety of ways: What does it mean to make the world a better place? What kind of arguments can be made for responsibility to others? What implications for action might exist?
- 15. ACTION raises questions of knowledge about the distinction between knowing that something is the case and knowing how to do something provides students with some fine TOK reflections on differing forms of knowing and the way they combine in practice
- 16. Sources Dombrowski, Mackenzie, Clarke. 2010. IB Research Paper. Perspectives on a curious subject: What is IB Theory of Knowledge all about? Theory of knowledge guide. (First examinations 2015) Creativity, action, service guide. (for students graduating 2010 and thereafter)