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Students will become familiar with two key concepts, personal and Students analyse personal and shared knowledge, and how they take place
shared knowledge, and the zone of exchange-where personal and interact using videos (F), and worksheets (S). First, we work as a whole
knowledge meets the shared. class, eliciting students’ prior knowledge and building up new knowledge.
They will learn there are different type of personal knowledge, Teacher will model for students and then ask them to start using this newly
such as experiential knowledge, procedural knowledge and gained knowledge in class discussion.
declarative knowledge. The latter is of key importance in our
Then, they will be evaluated by answering the questions from a worksheet.
programme since it is what we claim to know. They will learn the
(S)
different types of knowledge claims, such as, statements of
personal observation, statements of values or value judgment, Types of knowledge claims recognition: Students will become familiar with
statements of observation and metaphysical statements. different types of knowledge claims. They will practice in pair or in small
groups. Answers will be checked as a whole class. (F)
They will learn how to formulate knowledge questions and why
they are important in the quest for knowledge. Then, they will take a formal test on types of knowledge claims. (S)
Bibliography
Dombronski, Rotemberg and Bick, (2013). Theory of Knowledge.
Course Companion, 2nd edition, Oxford University Press
Van de Lagemaat, R. (2015). Theory of Knowledge for the IB
Diploma. 2nd edition. Cambridge University Press
Students will be able to recognize the value of personal and shared knowledge in gaining knowledge
They will be able to distinguish different kinds of knowledge claims.
They will be able to formulate knowledge questions.
Essential understandings
List here the key content/skills/concepts that students will know/develop by the end of the unit.
Students will know the following content:
Personal knowledge
Shared knowledge
Experiential knowledge
Procedural Knowledge
Declarative Knowledge
Knowledge claims
Knowledge questions
Students will develop the following skills:
Recognizing how personal knowledge turns into shared knowledge and vice-versa.
How to formulate a knowledge claim
How to formulate a knowledge question
Missed concepts/misunderstandings
List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.
Content-based:
They may not understand what a knowledge claim is.
Skills-based:
They may not be able to differentiate the different types of knowledge claims
Concept-based:
They may find it hard to understand the different types of personal knowledge
Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional
questions that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.
Resources
Dombronski, Rotemberg and Bick, (2013). Theory of Knowledge. Course Companion, 2nd edition, Oxford University Press
Van de Lagemaat, R. (2015). Theory of Knowledge for the IB Diploma. 2nd edition. Cambridge University Press
Transfer goals
List the transfer goals from the beginning of this unit planner.
Students will be able to recognize the value of personal and shared knowledge in gaining knowledge
They will be able to distinguish different kinds of knowledge claims.
They will be able to formulate knowledge questions
Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?
Students were able to recognize the difference between personal and shared knowledge. It became easier for them once we analysed some
pictures and videos as a whole class. Scaffolding these concepts was needed since it is the first time they approach them.
They were able to recognize the different types of knowledge claims with some difficulty at the beginning. So, I created a pair of worksheets to
get additional practice. Finally, they got it.