Connect-ed+Issue+46+January+2019

Using Theory of Knowledge as a platform for
developing approaches to learning:
Collaboration and Presentation
Collaboration and presenting skills are at the heart
of our school professional development as well as
essential learning skills. This month, two tutor
groups were tasked with creating a thinking
challenge in which they had to show collaboration
and presentation skills. The tutor groups teamed
up with our ToK teachers and took on the
challenge of teaching younger students Theory of
Knowledge.
In the ToK presentations, our older students
taught younger students the Way of Knowing,
sense perception. They prepared for this with their
ToK teacher who gave them various resources for
teaching sense perception and collaborated to
produce a 30-minute lesson, presented solely by
students.
The results were a fabulous example of when
students understand the process of learning they
will be more effective learners. The idea of
students teaching other students is not a new one.
We are trying to create a difference through
metacognition and self-regulation. Self-regulation
is at the heart of the ATTL guide, with the key focus
being explicit awareness of transferable strategies
so that students have ownership of learning, and
can use, adapt and re-use skills in new contexts
and situations.
The learning outcomes for the ToK session were
not simply that students teach Sense Perception to
a younger year group, but that they understood
strategies for collaboration and presentation so
that they could use them in the ToK Presentations
and then adapt and reuse these skills in their
English Further Oral Activity; Language Acquisition
presentations; Group 4
research project; Art
exhibition presentations
and so on into their
future.
Lisa's full article is
available to read
on NAU; check it
out here.
Lisa Craddock
ATTL Leader
La Côte International School