FLIBS June 2015 Biology Category 1

Session 10: TOK, NOS, big picture,

Session Agenda 1.TOK 2.OCC 3.PLC

The role of TOK How does TOK fit into your Bio class? What is the role of TOK in Biology? Do you think that TOK can add value to how we teach Biology? If no, why not? If yes, how so? Do you think that there is a link between TOK and the nature of science statements in the syllabus? Elaborate.

Plan a TOK activity Each group will be allocated a sub-topic from the syllabus. Groups should then plan a TOK activity based on the information provided under the TOK section of the sub-topic. The activity should include details on approach, resources, duration, etc. Use these sections from the syllabus 1.5, 1.6, 2.3, 2.5, 3.1, 3.3, 3.4, 4.4, 5.3, 6.2, 9.3, A2, A4 C1 Groups will make brief presentations on how they intend designing and resourcing their TOK activity then post to the wiki.

Using the OCC Log on to the OCC Take a tour and find 2 resources for use in your class Now let’s set up a forum to collaborate and share ideas on the Group 4 Project. Use the “Using the online curriculum centre (OCC) as a resource and collaboration tool” document as an additional resource Feedback on the OCC

The role of PLCs in IB Biology How can a PLC help you Brainstorm how PLCs can be used as a means of professional development and sharing resources. Discuss the participants within this workshop as a potential PLC and using the wiki or blog as a means of seeking advice, sharing resources, and sharing strategies. - as another resourcehttp://

Bus Stop Areas that you have no knowledge of, do not fully understand, find challenging Object is to move all the notes to the “fully understand area” of the bus stop by the workshop end Add or move your sticky notes to the respective areas Keep track of notes you have added to manage your learning and needs throughout Share out Was there anything you found interesting, useful, relevant or even controversial during the discussions you had Closing and Reflection