Length: 8-10-minutes

Consulting the documents listed below, prepare and deliver a presentation in which you tease out and explore a central KQ from a substantive real-life situation (RLS), all the while fulfilling the following tasks:

• Describe the RLS
• Extract and formulate your central knowledge question
• Explain the connection between the RLS and your KQ
• Identify and explore various perspectives, subsidiary KQs, arguments, and, briefly (where useful) examples
• Show how your conclusions from the analysis have significance for the RLS
• Show how your findings and insights might be relevant to other RLSs—I recommend you introduce one only.

Essentially, your presentation must demonstrate “how TOK concepts can have practical application” (Guide, p.63).

N.B.: This presentation is the first of two IBO-mandated assessments. This presentation is worth one third of your IBO TOK grade; the TOK essay (in Year 2 of the DP), two thirds.

Required Submissions/Uploads:

In addition to delivering the presentation, you must submit:
• PPD (on MB via the “Calendar” view and in print immediately before your presentation)
• on MB, under the “ToK” tab click “Presentation” (on the right) and then "Add your ToK Presentation" (in the middle) and fill in "Presentation Title," and "KQ," along with the additional items required for the PPD
• Slides (on MB via the “Calendar” view)

To open the PPD, if necessary, using an updated version of Firefox, right-click on the PPD icon on VC, “Save Link As…”, “Open With” (select Adobe Reader (as Preview won’t work))

• TOK Guide (pp.55-57, 63-64)
• Presentation Evaluation Grid (“TOK Presentation Assessment Instrument”)
• Presentation diagram & explanation (Guide, p.55-56)
• “Additional guidance on TK/PPD instructions”
• PPD—Sample-9/10
• PPD (TOK Presentation Planning Document)
• Sample Student Presentation #1 (Stanford, 00:18:21) & #2 (Geocentrism, 00:10:41)
• TK/PPD—Sample Student Presentations #1 & #2
• Examiner Comments—Sample Student Presentations #1 & #2
• Sample RLS—KQ Pairings
• “Understanding Knowledge Issues”
• “Common Mistakes and How to Avoid Them”
• Subject Report

- Presentations will be conducted solo.
- Discussion, if any, will follow presentations.
- As presentations must be different from one another both with respect to the selected RLS and KQ (Guide, 57), you will propose a RLS and accompanying KQ, after which, I will ratify your choice or not.
- Use slides, which should be uncluttered, sparingly.
- While the presentation admits a variety of formats, should you opt for a format other than a traditional one (as in the samples), be sure to have done so advisedly and to speak to your teacher first.
- “While pre-recorded inserts within a presentation are permissible, the presentation itself must be a live experience and not a recording of the presentation.” (Guide, 56)
- while the presentation is not a research essay, proper referencing is required. Include parenthetical citations, where necessary, and a works cited page as your final slide.
- RLS description should be short as should “Other Real-Life Situations.”
- “[A]void real-life situations that need a great deal of explanation from outside sources before the extracted knowledge question can be understood in context.” (Guide, 56)
- hypothetical or anecdotal examples are not an acceptable replacement for real-life situations.
- “[T]he real life situation is not the focus of the presentation but is a base for exploring and considering larger issues or questions of knowledge.” (TOK Subject Report, May 2013, 20-21); still, the presentation should begin and return to the RLS.
- Focus on a single KQ (formerly “knowledge issue”)—one that is concrete not abstract (TOK Subject Report, May 2013, 21)
- students must assume a lay audience
- choose a RLS about which you can communicate some intellectual passion—about which you are interested.

- see the Presentation Evaluation Grid (“TOK Presentation Assessment Instrument”)

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