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How we teach Theory of Knowledge effectively using Hodder Education resources

Elena Mora, Former IBDP coordinator and Head of Theory of Knowledge

"The sections on Deeper Thinking are an excellent element that allows for differentiation in the classroom, allowing students in need of extension activities to explore further and remain stimulated. "

The Theory of Knowledge for the IB Diploma textbook by John Sprague and Carolyn P. Henly is a visually accessible book for both teachers and students alike. It is user-friendly and extremely relevant in terms of content, considering the latest changes in the curriculum. It covers all the sections of the course, both the compulsory ones and the optional themes and it includes a good balance of both conceptual and descriptive sections with activities that can be used in class but which could potentially be used individually as well by pupils. 

I particularly like the glossary section, which appears nearly in every page and which addresses specific terminology with definitions, I believe this is an added value to the textbook which will enhance the students’ literacy skills throughout the course. I also find particularly special the links to the IB learner profile, which will help both teachers and coordinators towards evaluation and the 5-year review practices and it could bring interesting discussions in class whilst encouraging reflection in students. 

The visuals, tables and specific boxes offer stimulating support and they constitute an attractive option to the eye, aside from the very clear narratives designed with appropriate and comprehensible language. The colours, shapes and boxes all over the book adds a cool design to the pages and it offers fluidity to an already dense subject, something which I believe is somewhat welcoming to the reader. 

Case studies offer a very strong link to RLS and they constitute a very appropriate pragmatic approach to a subject which is already very conceptual in its approach; I believe that this feature will help students to make connections with the real world, something essential by the time they tackle the IA. The sections on Deeper Thinking are an excellent element that allows for differentiation in the classroom, allowing students in need of extension activities to explore further and remain stimulated. 

Knowledge Questions appear throughout the book, which I find is another spot-on feature, and which will allow students to get used to this essential tool in the TOK course. The knowledge framework is presented throughout, something that I believe will aid the teachers in ensuring that they have covered certain sections and themes and it will also serve well to the students, who will be able to compare chapters and themes by deconstructing the different sections of the framework. 

The QR symbols incorporate digital literacy into the picture, making the textbook interactive and allowing students to have different ways of learning, either through online articles or videos. Finally, I like how there is a works cited section at the end of every chapter, role-modelling aspects of academic honesty that students must address in every IB assignment.
 

Find out more about Theory of Knowledge for the IB Diploma Fourth Edition >