TOK PRESENTATION SIMPLIFIED In planning your TOK presentation you can take your structure and language directly

from the mark scheme that will be used by your teacher to assess the presentation. Below you will see a simplified table of the mark scheme. It is always a good idea to use the actual words from the assessment table to SIGNPOST exactly where you are in the presentation. Put simply, you should use the sections of the table to declare what you are doing in the presentation. For example, a few sentence starters: The Knowledge question under enquiry today is This KQ is directly connected to the Real Life Situation of the KQ arises directly from the clash between countering claims of The key perspectives involved in the RLS are ... and are connected to the KQ by We can explore how the KQ is connected to perspective one by The arguments presented by this perspective are The knowledge claims for this perspective are justified by We can explore how the KQ is connected to perspective two by The arguments presented by this perspective are The knowledge claims for this perspective are justified by ETC Lets now examine the outcomes of the KQ analysis
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THE PRESENTATION ASSESSMENT TABLE SIMPLIFIED TO HELP YOU STRUCTURE YOUR WORK

LEVEL DESCRIPTOR MARK FOCUS KQ CONNECTION TO RLS

5 Excellent 9-10 On a wellformulated KQ KQ clearly linked to a specified RLS

4 Very Good 7-8 On a KQ KQ connected to specified RLS

3 2 Satisfactory Basic 5-6 3-4 Identifies a Identifies a KQ KQ KQ some KQ connection connections not convincing to RLS Explored Some used Some attempt to explore

1 Elementary 1-2 No KQ identified or abstract KQ stated KQ does not exist or too abstract so no connection

KQ Effectively Explored EXPLORATION explored in context of RLS ARGUMENTS Convincing Clear DIFFERENT PERSPECTIVES OUTCOMES OF ANALYSIS TO RLS IMPRESSION (the marker will consider these words after you finish) Investigated Significant and to other RLSs Sophisticated Discerning Insightful Compelling Lucid Acknowledged Significant

Credible Analytical Organised Pertinent Coherent

Some awareness of significance Relevant Adequate Acceptable Predictable Ordinary

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Limited awareness of significance Underdeveloped Basic Unbalanced Superficial Derivative Rudimentary Ineffective Unconnected Incoherent Formless Elementary

TOK Presentation Plan

How to hit every criterion, structure your work and use the right TOK language to ace your presentation. Structure your presentation in the following order and signpost every stage of the speech:

A. Overarching Knowledge Question Declare it immediately

Announce the major KQ for the presentation. Such as: This presentation will focus on the major KQ: (for example) To what extent does language play a role in determining truth in history. Remember to include the KQ in each successive slide to remind both you and your audience what the focus is. Make a statement of why this KQ is relevant to the RLS. This KQ is highly relevant to the RLS because it opens the analysis of how we, as knowers, can come to some judgment as to the validity of competing knowledge perspectives. This overarching KQ must be considered with examples and arguments as the most significant of the KQs in the RLS. However, other KQs can be treated so that we have good understanding of their significance in this case. Knowledge Questions that are most likely to support high levels of achievement are: Open-ended questions that admit more than one possible answer
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 Explicitly about knowledge in itself and not subject-specific claims Couched in terms of TOK vocabulary and concepts: the areas of knowledge, the ways of knowing and the concepts in the linking questionsbelief, certainty, culture, evidence, experience, explanation, interpretation, intuition, justification, truth, values Precise in terms of the relationships between these concepts

B. Real-life situation case study - give detailed outline of the case under scrutiny and show clearly how you drew the KQ from the clash of perspectives in the RLS
This presentation examines the KQs and the many Knowledge perspectives arising from the recent RLS involving . EXPLAIN THE CASE -THE BACKGROUND OF THE CASE who, when, where, why, how etc Look at possible historical background to such cases and related situations First of all let me explain exactly what is involved in this RLS Give a statement of why the Case is significant in the world today why it contains such an important KQ We will now demonstrate the full significance of this RLS the topic to the KQ The RLS we have chosen for this presentation is highly significant in todays world and is worthy of consideration because of its relationship to the KQ It has caused great interest/controversy and raised the KQ It has had significant impact on society because of the class between the Areas of Knowledge A and B raising the KQ of In these cases and similar ones we are, as global citizens, in need of a framework for deciding the validity of any claims made within the major KQ raised by the many perspectives on the RLS So, it is clear that the KQ in this RLS is significant because ..

C. Perspectives - Stakeholders in the RLS This is the heart of the presentation and must be worked through in a methodical, structured manner.
Here you are going to declare the perspectives, explore them thoroughly, and show the range of arguments for each perspective. Aim to frame these through a dominant AoK for each perspective or stakeholder.

The process is based around each perspective or stakeholder and goes thus:
Declare the perspective Identify the key AoK involved Explore the AoKs and WoKs that drive the perspective Show the arguments each mounts by analyzing the justification and problems for each knowledge claim Provide your own arguments that show validity of claims and clash of claims so you are able to deal with the claims/counterclaims concept. Explore any problems of knowledge claims

Use the following table to plan your work for this vital section of the presentation.
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Stakeholder/p erspective (try to see this as coming from a dominant Area of Knowledge) At least two will be your aim here.
A

Statement of Knowledge Claims distill the major claims made by the perspective of the stakeholder try to define them

1. 2. 3.

Justification AOKs involved for claims these should be couched in terms of the dominant and subsidiary AoKs in the first instance 1. Choose and 2. analyse the Major 3. AoK for this stakeholder, then go onto look at the minor AoKs involved

WoKs involved

Always examine the role played by language by analyzing quotes from stakeholders. Then go onto look at the way other WoKs are used in the justification /validation process for a claim within the AoK emotion,. Reason, sense perception, memory, intuition, faith etc

B C D E

Make sure you identify clear clashes in Knowledge claims these can then be depicted as claims and counter claims.
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 Whilst stakeholder A has the knowledge claim X using evidence Q from the reference to Aok WoK, a counter claim by stakeholder B is Y using evidence Z from the reference to Aok, WoK Give a strong sense of how the knowledge claims and perspectives are in conflict, are competing to be taken as truth, to be valid. As you do this, keep showing how these competing claims raise Knowledge Questions. this conflict between competing perspectives raises the further knowledge question of ..

The key to exploring and developing the arguments for each perspective can be expressed as a series of steps:
1. 2. 3. 4. 5. 6. 7. 8. 9. Identify the perspective state it clearly Give a clear indication of the perspectives view on the issue. State the KNOWLEDGE CLAIM or CLAIMS made in this perspective Tell us what AoK and Wok are used by this perspective to POSITION THE AUDIENCE to accepting the KNOWLEDGE CLAIM Produce actual evidence quotes, docos, pictures, images, clips etc that are from the perspective under analysis. Show evidence of the docos in full quotes, blogs, letters, articles, clips, photos, cartoons etc make sure you SELECT KEY SECTIONS OR QUOTES for analysis this is your vital EVIDENCE Analyse the use of AoK and WoK in the evidence showing how the producer of the text relies on these to JUSTIFY THE CLAIMS and position the audience to accepting their perspective. Point out at any part of the speech how/why this is a COUNTER CLAIM to other CLAIMS and perspectives Relate the analysis back to the key KNOWLEDGE QUESTION of the presentation or a variation on the key knowledge question. this raises the KQ of This can be done at any point in the analysis of the perspective. If you can see flaws in the knowledge claims through false logic, manipulation of data or images, role of bias, false models etc you should point these out as PROBLEMS OF KNOWLEDGE
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D. OUTCOMES OF ANALYSIS TO RLS - Application of how the positions taken on the knowledge question are significant in related areas this is effectively your summary of the presentation. Here you show that you can transfer your understanding and analysis of the KQ to other cases. Restate KQ Related areas Significance (other Real Life Situations) 1 2

This is the most difficult area of the presentation to score full marks. It is best to think of how each stakeholder or perspective can be considered if you look at another RLS. Examine how some perspectives have importance for another RLS. Ask the question what significance does such a Knowledge Question and set of knowledge claims have on another RLS? Possible starters are: If we apply the same KQ to another incident X we can see very significant aspects such as A similar pattern of analysis using the same KQ can be applied to episode Y showing this is significant because The challenging KQ raised by the RLS we having studied can be looked at with reference to W points of significance are

SPEECHES: BASIC SPEECH TECHNIQUES YOU CAN USE THESE TECHNIQUES TO MAKE YOUR PRESENTATION MORE EFFECTIVE AND PERSUASIVE HOW TO PREPARE AND GIVE A SPEECH
1. All speeches must be given from cue cards print your speech off and glue to cards bring the margins in first so that the speech can be cut to cue card size. NO big sheets of paper, no computers, no ragged scraps of paper. You will be standing and speaking keep your notes as small as possible. 2. NEVER read word for word from your cards. 3. Structure Introduction, Development and Conclusion make sure you have a clear concept of each phase and SIGNPOST them. Signpost all areas of the development. 4. Introduction before you start the speech smile and greet the audience THEN State your main idea (BIG IDEA) and how you will develop your idea SIGNPOST clearly how it will develop. For example: I will show you how I am going to develop this idea in these ways- Firstly , secondly Thirdly 5. Development In clear sections develop your case. State the way each section contributes to the BIG IDEA. Give examples and quotes to support your points. Go into detail. SIGNPOST 6. Conclusion indicate clearly that you have arrived at this section. Try to go back over the major points then evaluate the importance of the BIG IDEA give a sense of the significance of the speech. 7. Speak with passion conviction belief - enjoyment 8. Speak slowly so every word is understood 9. Signpost everything so the audience knows where you are at, always it does not matter if you use this too much it is better than too little. 10. Use rhetorical devices address the audience with personal pronouns we, us, our, your etc This makes them feel as though they agree with you. 11. Break up your speech with question/answer techniques using what? When? Where? Why? How? Eg So, why is this so significant? What, then, is the importance of this line? 12. Use repetition for effect. What does this all mean? It means . It means It means Use it several times in different ways. Use anaphora repeated phrase to start successive sections.
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13. State 3 questions at the start of your speech that you then answer at the end or throughout the speech. There are three fundamental questions in this case Firstly .. Secondly Thirdly .. and I will answer them throughout my speech 14. Use triplets in ascending order if possible confident, strong, powerful even try to use alliteration as well if you can: cool, calm, collected 15. If comparing points, ideas or characters - draw clear comparisons between the things being compared. A is like this BUT B is There is a major difference between A and B let me explain 16. Use a more colloquial tone. let me explain ..I will tell you... Id like to show you especially in between bigger chunks of analysis. This helps put the audience at ease and gives a far more relaxed chatty tone to balance out the heavy analysis. 17. Eye contact make sure you use eye contact do NOT just read it off the cards, word for word. Look up project voice to the back of the room. 18. Keep cards lower down not up in front of your face glance at them then speak. 19. Do NOT speak fast slow and deliberate is better 20. Underline key words in your speech BEFORE you speak words that have more power that should be given more volume and passion. This will help overcome the tendency to speak in a monotone voice. 21. Stand STILL face square on to the audience deliver your speech to the group, not the teacher. 22. Make your finish strong and clear smile and thank the audience at the end. Finally, remember this is a speech NOT a spoken essay. All the points above are designed to make your words come off the page as spoken words. If it comes across as a read essay no matter how good the content it will be boring.

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