Common mistakes and how to avoid them
Some of the common mistakes seen in TOK presentations are identified below, along with advice on how they can be avoided.
Selection of an unsuitable/inappropriate real-life situation
Some students achieve poor marks because the real-life situation they have selected does not lend itself to effective analysis in terms of knowledge questions. Careful selection of an initial real-life situation is therefore crucial to success in the task.
Too much description of the real-life situation
The TOK presentation requires students to identify and explore a knowledge question raised by a real-life situation. One of the most common mistakes made by students is to focus on a lengthy description of the real-life situation, rather than focusing on exploring the knowledge issues raised by that situation.
Poor knowledge question
Many students select a knowledge question not directly related to the real-life situation. Sometimes the question identified is not even a knowledge question. Every student must understand clearly the nature of knowledge questions before planning the presentation.
Failure to consider different perspectives associated with the knowledge question
The TOK presentation requires an investigation of different perspectives. These are not simply unsupported assertions of different personal opinions, but are grounded in evidence. Teachers should encourage students to be critical and reflective in their thinking, a key part of which is the consideration of different perspectives.
Failure to examine the implications of the knowledge question
Students need to show that the knowledge question explained in the presentation can be applied to other real-life questions.
International Baccalaureate Organization. "Common Mistakes and How to Avoid Them."Theory of Knowledge Teacher Support Material. N.p., n.d. Web. 22 Sept. 2013. <http://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_0_tokxx_tsm_1305_1_e&part=4&chapter=5>.