Place conscious Theory of Knowledge: promoting responsive dialogue about place through Theory of Knowledge

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Picard, Suzanne M.
University of Lethbridge. Faculty of Education
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Lethbridge, Alta. : University of Lethbridge, Faculty of Education
This paper outlines a Master of Education project website ( 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.
place conscious pedagogy , International Baccalaureate , Theory of Knowledge , education , adolescent neuroscience , place-based learning