Place conscious Theory of Knowledge: promoting responsive dialogue about place through Theory of Knowledge
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Date
2023
Authors
Picard, Suzanne M.
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education
Abstract
This paper outlines a Master of Education project website
(https://sites.google.com/epsb.ca/place-conscious-tok/home) that explores teaching Theory of
Knowledge using place conscious pedagogy and complementary approaches from place-based
pedagogy. The website includes context-building resources for teachers that are new to Theory
of Knowledge, new to place conscious pedagogy, or interested in the neurodevelopmental
benefits of place conscious approaches to education. Teaching tools take the form of six flexible
Pathways with related resources for formative assessment, summative assessment, and
professional self-reflection. This paper outlines the benefits and rationale for each Pathway’s
collection of resources, and for Parent Resources and autobiographical About Me sections linked
to the homepage. Through this website, educators can explore how place conscious pedagogy
can enhance responsive dialogue, mindfulness, resilience, self-reflection, and community
engagement for IB students, staff, and their surrounding communities.
Description
Keywords
place conscious pedagogy , International Baccalaureate , Theory of Knowledge , education , adolescent neuroscience , place-based learning