1. IB ‘Taster’ Day 1 June 28 th 2011

2. Today is for Getting informed  Getting interested ▫Getting stimulated!

3. Challenges Engage brain now! Thinking differently, valuing different kinds of thinking and knowledge An open mind? Judgement – Objectivity versus subjectivity Right back at ya – how to challenge and contest http://www.thetwentyfirstfloor.com/main/wp- content/uploads/2010/06/brain.jpg

4. TimeActivity 9.00 – 10.30 Programme overview and the 5 Cs (Culture, Connectivity, Citizenship, Creativity, Critique) 9.00 – 9.15Welcome and introduction 9.15 – 9.30Programme overview – structure and basics 9.30 – 10.00 The ethos and spirit of the DP: Internationalism and Culture, Connectivity, Creativity, Critique and Citizenship Culture 10.00 – 10.45Critique – Theory of Knowledge introduction and ‘quick’ toolkit 10.45 – 11.00Break 11.00 – 11.45 Creativity – Arts in the DP Presentation from each of Visual Arts, Film and Music 11.45 – 12.30 Connectivity and Critique – ToK activity – Understanding and undoing conspiracy theories 12.30 – 1.00Lunch – Mr Dent to cook BBQ! 1.00 – 1.30 Connectivity and Critique – ToK activity – Understanding and undoing conspiracy theories 1.30 – 2.15Presentation and discussion 2.15 – 2.20Global Citizenship and Wrap-up of Day 1

5. IB Diploma Programme Mowbray College

6. What is the Diploma Programme? A 2-year program Rigorous academic course Interconnects subjects Teaches the whole person Recognised at our universities and around the world International and local perspectives

7. Subjects in the Diploma Programme? All students will do a ‘core’: Theory of Knowledge (TOK) Creativity, Action, Service (CAS) Extended Essay (EE)

8. Subjects in the DP All students do 6 subjects: 1. English 2. A 2nd Language French, Mandarin, Indonesian for beginners 3. Mathematics 4. At least one Science subject Biology, Chemistry, Physics 5. At least one Humanities subject History, Psychology, Business and Management 6. Perhaps one Arts subject Visual Arts, Film, Drama

9. Learner Creativity, Action, Service Theory of knowledge Extended essay Humanities Language B English Arts Mathematics Experimental Sciences The Diploma Programme diagram

10. How is the Diploma scored? A maximum score of 7 in 6 individual subjects The Extended Essay and TOK Essay can combine for 3 marks Giving a maximum score of 45

11. In action: High Level and Standard Level subjects – 3 of each All subjects interconnect with Theory of Knowledge The strength of the ‘core’ – short and long term What does an IB class feel like?  Safety net and pass requirements 2 year time frame makes a difference:  Y11 means something!  Deeper knowledge  Skill development  Being in a group

12. The DP and University entrance The DP is scored out of 45. ATAR is a rank out of 100. The table shows translation scores of DP scores to ATAR Passing Diploma Score Corresponding 2010 ATAR 4599.95 4499.90 4399.80 4299.70 4199.30 4098.90 3998.20 3897.50 3796.60 3695.30 3593.90 3492.55 3390.95 3289.05 3186.85 3084.00 2981.30 2879.45 2777.35

13. Passing Diploma Score Corresponding 2010 ATAR 4599.95 4499.90 4399.80 4299.70 4199.30 4098.90 3998.20 3897.50 3796.60 3695.30 3593.90 3492.55 3390.95 3289.05 3186.85 3084.00 2981.30 2879.45 2777.35 This translation score reflects that universities like Diploma graduates because they can ‘hit the ground running’ This is probably due to the: ▫Depth and breadth of the subjects ▫Connected nature of the programme ▫TOK and the critical analysis skills it brings ▫The Extended Essay

14. DP 6 subjectsCriteria-based2 year course TOK, CAS & Extended Essay VCE 5 or 6 subjects Ranked against others Unit 1–4, one semester long BOTH REWARD HARD WORK!

15. Who is it for? Young people who: See the value in a broad and connected education base Like to read Want to achieve in the top 30% of Victorian students Achieve moderately or better across most subjects Want to learn Want a successful transition to university ▫ A better 1 st year ▫ Better overall

16. The true benefit of earning the IB Diploma is intrinsic in nature. The change that occurs within a student academically and personally while pursuing the Diploma produces far greater personal growth and satisfaction than the Diploma itself.

17. Internationalism What is ‘being international’?

18. Global Citizenship Cultural understan- ding Critical thinking Connectivity creativity

19. http://home.vicnet.net.au/~wp2000au/image/GlobalMeal.jpg http://3.bp.blogspot.com/_ZMJkSOWrK 2o/TQxOc98FpLI/AAAAAAAAAB8/wi96 PWGx9G0/s1600/worldpeace.jpg The IB has high aims for the people of the world: live in peace by understanding each other You can understand someone by putting yourself in their place, taking their perspective.

20. http://freethumbs.dreamstime.com/274/big/free_2741599.jpg To be able to do this you have to understand something about them and their culture. http://www.hegerty.com/StraightForward/Cultural%20Diversity.asp

21. http://netdna.copyblogger.com/images/critical-thinking.jpg As well as seeing things from other points of view you need to be able to judge these points of view, to evaluate them - to think critically about them.

22. The world is becoming flat again, and there is no getting away from others. You also can't know everything - so you'll need to be connected. To people and with people. http://dontbeafraid.edub logs.org/files/2008/10/n etwork.jpg http://dontbeafraid.edublogs.org/files/2008/10/flock.jpg

23. Global Citizenship Cultural understan- ding Critical thinking Connectivity creativity

24. Culture Cultural awareness & understanding

25. One of the main ways that the Diploma addresses culture is through learning a second language

28. http://www.wired.com/images_blogs/underwire/images/2009/04/19/img_4142_kdh_condoris.jpg

29. What do we lose when we lose a language? David Harrison: The human knowledge base is eroding as we lose languages, exacerbated by the fact that most of them have never been written down or recorded. In “When Languages Die” (2007) I wrote “When we lose a language, we lose centuries of human thinking about time, seasons, sea creatures, reindeer, edible flowers, mathematics, landscapes, myths, music, the unknown and the everyday.” Only some cultures erect grand built monuments by which we can remember their achievements. But all cultures encode their genius in their languages, stories, and lexicons. Each language is a unique expression of human creativity. We find millennia of careful observation of the natural world and human behaviour, knowledge of flora and fauna (often not yet known or identified by scientists), and some of the secrets of how to live sustainably in challenging environments like the Arctic or the Andean Altiplano. We would be outraged if Notre Dame Cathedral or the Great Pyramid of Giza were demolished to make way for modern buildings. We should be similarly appalled when languages—monuments to human genius far more ancient and complex than anything we have built with our hands—erode.”

30. Wade Davis Scientist, explorer, saver of disappearing cultures

31. Why aren’t there any direct flights from South America to Asia? Why do you have to rinse your shoes in disinfectant when you arrive in some countries?

32. Creativity Arts in the DP

33. Critique Critical thinking & analysis

34. We’re about to go on a brief and light journey into the world of the Theory of Knowledge (ToK) subject ToK challenges us to think about how we know things It helps us to analyse and judge claims, like these Boat people are illegal Arranged marriage is wrong Global warming is a hoax And this one….

35. Gendercide is an acceptable cultural practice Gendercide is wrong and those involved should be punished

36. What questions do you have? What is it? The aborting or killing of (typically) female babies because they are female Where does it happen? It is a well-documented phenomenon in China and India. Eg gender ratios in some areas Who does it? Mothers, female relatives, doctors Why does it happen? Often a female child is an expensive burden to poor families, especially if she is the second girl in the family. Who makes these claims?

37. Things to help us tackle such claims: What is a ‘claim of knowledge’? What is ‘contested knowledge’? What is something you know to be true that you ▫can prove? ▫cannot prove? How do you know these things?

38. How do you know? In ToK we consider that there are 4 Ways of Knowing: Sensory perception – sight, touch, hearing, smell Reasoning and logic Emotion and belief Language

39. Sensory perception Awareness test

40. Reasoning (and logic) ToKMowbray – Monty Python ‘witch’ sketch

41. Emotions (and belief)

42. Language Think about what has been discussed earlier about losing languages and cultures. Why is this a Way of Knowing?

43. So can we identify a ‘knowledge claim’, and view it through each Way of Knowing? Come up with some examples… OK, that’s Part 1 of our toolkit Part 2 is a ‘Baloney Kit’

44. Baloney kit (adapted from the American Sceptics Association) 1.How reliable is the source of the claim? 2.Does the source make similar claims? 3.Have the claims been verified by somebody else? 4.Does this fit with the way the world works? 5.Has anyone tried to disprove the claim? 6.Where does the preponderance of evidence point? 7.Is the claimant playing by the rules of science? 8.Is the claimant providing positive evidence? 9.Are personal beliefs driving the claim?

45. Let’s test it… Global warming is a hoax What are the Ways of Knowing involved, and how? Now, let’s run it against the Baloney Kit

46. Lunch!

47. Connectivity Who and how you connect

48. Your task: In groups of 3-4 Chose a Knowledge Claim from the list ▫Analyse the claim ▫Investigate ▫take a position ▫substantiate it (back it up) ▫and report back/present Make sure you include yourself as a Knower in your position There are netbooks here, about 2 per group

49. Contested and conspiracy claims: 1.Boat people are illegal 2.Arranged marriages are wrong 3.The moon landing is a hoax 4.There is no cure for the common cold 5.Australia needs a carbon tax 6.The universe is infinite 7.Humans evolved from apes 8.The world is only as old as the bible says it is 9.Acupuncture works 10.You do not need to see something to know it is real 1. The Holocaust never happened 2. The aborigines of Tasmania were wiped out by genocide 3. Going to war in Afghanistan is the right thing to do 4. Art has no use 5. Being cruel to animals before they are slaughtered is cruel 6. Fast food should not be advertised to children 7. Head scarves in public should be banned 8. Plain packaging for cigarettes is going too far

50. Citizenship Global citizenship

51. The wrap-up… 1.The structure and details about the IB Diploma course 2.The spirit of the programme – Internationalism and the 5 Cs: 1.Culture 2.Critical thinking 3.creativity 4.Connectivity 5.Citizenship 3.The Arts in the DP 4.Theory of Knowledge and Critical thinking 5.Group work and present/discuss

52. Looking ahead IB Taster Day 2