The Scaffolding Approach To Writing TOK Essays

Helping students put all the wood behind the arrow

Derek Strothmann LD ProjectApril 14, 2016

IB alumna and White House aide Monique Dorsainvil:

The DP helped me develop strong critical thinking skills and subsequently generate my own creative solutions. Theory of

Knowledge (TOK) and Creativity, Action, Service (CAS) helped me foster a connection between classroom learning and my

community. (IB World 38)

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Table of contents

Introduction 4

1. Theory of Knowledge in the IB 81.1 Scaffolding across the IB 8 1.2 Teaching and learning TOK with the MYP unit planner 8 1.3The Areas of Knowledge in TOK 111.4 The Ways of Knowing of TOK 111.5 The TOK Framework 111.6 Personal Perspective 13

2. Essay results & assessment criteria 14

3. Scaffolding theory: The Australian Vygotskyans 153.1 Phase 1 153.1.1 Building the knowledge of the field 163.1.2 Surveys of the four scaffolding phases 183.1.3 October 2015 DP1 survey in the beginning phases 193.2 Phase 2 - Modeling and deconstructing the genre 223.3 Phase 3 - Scaffolding - Joint construction 23

4. Scaffolding phase 3 in practice 254.1 Scaffolding lessons 254.2 Scaffolding lesson plan 274.3 Observation of Scaffolding in a DP2B lesson 304.4 Check-in duos 30

5. Scaffolding Surveys of phases 3 & 4 315.1 Inquirers: Asking knowledge questions 315.2 TOK framework 325.3 Evidence based writing: use of real-life situations 335.4 Open-mindedness 345.5 Assessment Criteria: Understanding the criteria of the TOK essay 355.6 Transfer of knowledge and deep learning 365.7 Design – Constructing essays independently 375.8 Planning and structuring TOK essays 385.9 I can compare and contrast the TOK framework & perspectives 395.10 Phase four: Independent inquirers, critical thinkers, and writers 405.11 Teacher scaffolding 41

Conclusion 42

Works cited 44

Appendix 45

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Introduction

The goal of Language Acquisition in the Middle Years Programme is to give the students the skills to write good Theory of Knowledge essays Margareth Harris, May, 2014Maastricht World College MYP seminar leader and IB moderator on English Language Acquisition

Why would a seminar on the Middle Years Programme on language acquisition open with a statement on the Theory Of Knowledge essay writing in the Diploma Programme?

Ms. Harris’ answered: For deep learning - To transfer the interdisciplinary skills learned in MYP to DP.

The TOK essay is a core course allowing students to convey their deep learning in an interdisciplinary context, whereby students develop into the IB profile. Students learn to inquire and create, to become principled critical thinkers who can communicate their line of thinking in order to evaluate complex knowledge questions. TOK teachers are tasked with continued development so that deep learning and transfer of skills is realized.

What is scaffolding?

Scaffolding concerns sequential learning of writing skills for a particular genre. It assumes three phases that students go through, before reaching the final phase of becoming independent writers. Scaffolding focuses on the third phase of joint teacher-student design, and construction, whereby the teacher supports and guides the student in his writing. Scaffolding is a metaphor for the temporary structure of teacher support; it is used to reinforce the building of a permanent structure of the student’s own independent writing.Therefore, it is more than what is called ‘scaffolding‘ in MYP, where students learn to use paragraphs. Central to this paper is a broader scope - how do we turn students into critical thinkers and independent communicators? This thesis will examine and evaluate scaffolding as a teaching method used this year for TOK essay writing. Hence the following thesis question about TOK essay writing;

To what extent can scaffolding expedite the learning of Theory of Knowledge essay writing to make students independent risk takers, inquirers, and, communicators?

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Why are TOK essays important?

First off, a passing grade of D is necessary for students for IB graduation. All stakeholders, students, parents, teachers, management, would also like better grade TOK results as they can add points to the student’s college transcript.

Secondly, many universities prefer IB students, and many give courses similar to IB’s TOK. Writing about the nature of knowledge can be complex, as there are many ways of knowing and areas of knowledge to choose from, making inquisitiveness, open-mindedness, creativity, and deep, critical thinking a crucial tool to have in one’s kit. The TOK skill-set is also crucial for university essay writing, especially organizing and constructing arguments and counter arguments before one commits pen to paper. In fact, the skills shown in TOK essay writing is a major reason given by universities for wanting IB students to matriculate at their institution.

Lastly, though we cannot foresee the future, educational mavens such as Howard Gardner, Sir Ken Robinson, and Tony Wagner, have stated that synthetic or cross-discipline thinking is critical to today’s mind where very few of us will work as experts in one field. Thus, making and communicating connections and critical thinking across disciplines is of utmost importance for tomorrow’s citizens. After all, excellent TOK essay writers can creatively communicate their inquisitiveness, open-mindedness, and critical analyses. This complex task contains interdisciplinary thinking because students are asked to analyze two areas of knowledge. Tony Wagner called collaboration, communication and critical thinking, three of today’s key skills. Psychologist Howard Gardner also sees the importance of interdisciplinary knowledge in today’s rapidly changing world. His opinion on is that interdisciplinary thinking is crucial arrow in the quiver of one’s skillset:

Given the import of the issues that require interdisciplinary work, much effort will be devoted in coming years to nurturing of the interdisciplinary mind and to the delineation of experiences at school or the workplace that at least convey the power of interdisciplinary thinking. The Theory of Knowledge, offered during the final year of the International Baccalaureate, represents one promising effort in this regard. (Gardner 73)

As a TOK teacher, one aims to develop skills according to the IB profile. Scaffolding means guiding students in planning and organizing, so that they can reconcile different disciplines within their essays. Another added value is the transfer of writing skills learned early on in September in DP1 TOK can be applied later to

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the Extended Essay. So skills that have been developed in MYP, or “Tweetalig Onderwijs” (TTO), continue to develop along the language continuum and across the core curriculum (TOK, CAS, and EE). Therefore, writing independently is the ultimate goal; IB students should go to university able to question and evaluate knowledge statements so that writing lucid essays are part and parcel of their intellectual tool-kit.

Why scaffolding as a project?

Supporting our DP students become independent writers ready for university, capable of independent thinking is paramount. Student surveys done over the past two years indicate that not just written feedback is after the first draft is important, but that further support of the essay writing process would help the students enjoy and learn even more efficiently. Furthermore, one hopes to help weaker, less involved students, ones who may not ask for needed help with structuring their essays, from the get-go of the writing process. In the first two years of my teaching, support and feedback has been given after the first draft was written. Therefore, there is a student need for more guidance to ensure proper preparation, planning and structuring before giving first draft feedback. Doing this should increase both the teacher’s efficiency, and, the student’s feeling of support and affirmation that they are on the right path. Also, transfer of skills from the solid basis TTO and MYP should be taken advantage of; one cannot start too soon with reiterating and transferring essay skills to DP in TOK. Therefore, scaffolding should provide support and help for weaker students from the beginning of the learning process.In the end, all students should be able to write well structured essays with an introduction, body paragraphs to back up and support claims and counterclaims. This should all lead to the writing of lucid conclusions and insightful essays.

Scaffolding in the learning process

Scaffolding is the third phase in the process of the learning and teaching cycle, originating from the ‘genre’ movement of the 1980’s in Australia. Australia, a country with many immigrants and second language learners, is confronted with many of the same issues of language acquisition as the IB.

Scaffolding challenges by giving the students’ ever increasingly difficult tasks with explicit teacher support. Guidance continues until the student can master and complete the task independently. According to Vygotsky’s theory of the proximal zone, students need to be challenged with tasks within their ability,

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in a social context within the so-called ‘proximal zone of development’ to ensure meaningful deep learning. Another word for scaffolding is joint construction. This is the phase in which the teacher helps the student identify, affirm, and apply concepts they have learned. This means encouragement by letting students know when they are on the right track, when their knowledge questions, claims, examples back up their critical thinking.In concrete terms, joint construction concerns planning and organizing the essay, improving paragraphing to ensure a logical flow, as well as word choice, linking phrases of addition, disagreement and conclusion. Most importantly, it is important to reach a sense of balance between challenge and helping students achieve independence. This means an approach whereby both teacher and student know that the support and scaffolding will be taken away at a certain point. Illustration (Gibbons 17)

Methods

This project is a longitudinal study from 2015-2016, using observations and surveys to ascertain to what extent the scaffolding approach to teaching and learning has added educational value.

IB exam results will only be available after this paper has been written, so results fall outside the scope of this paper.

1. Theory of Knowledge in the IB

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1.1 Scaffolding across the IB

Experience has shown that more than a third of the DP1 students do not plan and structure their first draft of the TOK essay. After apt reflection on the seminars I have taken part in, staff meetings, and research, I believe that the continuation and elaboration of scaffolding, done in MYP, should be further continued in TOK. Digging deep into Ms Harris’ statement on the link between MYP and DP, I am going to use scaffolding to try to expedite the writing process. This should help reach the stated goals of Ms. Harris on IB’s goal of deep learning and transfer of MYP ATL skills to DP.

Let us start with a bottom’s up look at the IB programme, starting at theory and educational practice of the Middle Year’s Programme. Harris’s quote from a MYP English language acquisition seminar reminds we teachers that the goal of the language acquisition is to train students for Theory of Knowledge.

The MYP program’s focus on training students for tomorrow is as follows;

1. 2 Planning for teaching and learning with the MYP unit planner

- The key, related concepts and global contexts- Statement of inquiry and inquiry questions- Scaffolding to support students’ development along the

continuum- Approach To Learning (Skills)

Above are the four foundations from the teacher’s guide of MYP. The continuation of the third bullet of scaffolding into DP, to support writing development, is the focus of this project. Therefore, the transfer of a student’s skills from TTO or MYP will continue to be supported by scaffolding in DP. Scaffolding means to support the design and structure of student’s writing from the get-go so that the genre, in this case, the TOK essay, are learned. Writing a TOK essay takes a lot of effort and the ability to reconcile differing claims and counterclaims, insights, and, perspectives. Doing this in a logical way that leads to an evaluative conclusion on a general statement on knowledge is quite a challenge.

Up till now, approximately a third of ISG students do not plan, prepare or design their essay writing and use the ‘sit and rip it’ method whereby the whole essay is written without much structure or reflection in one sitting. So sitting and ripping out the essay entails letting the text spill out the night before the deadline. This undo haste hurts the development of essay writing and results in

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poor grades. It not only hinders the writer in conveying a well-thought out and critical analysis, it causes poor marks too.Further development and transfer of productive skills can take place in TOK and the Extended Essay if time is taken to elaborate for planning and organization. Skills we DP teachers can take for granted. In practice, we TOK teachers see many students come under time pressure and end up resorting to the sit and rip in method, resulting in students’ completely missing their mark. This leaves little room for applying and transferring design, planning and essay construction skills learned in MYP and in DP language courses. However time saving ‘sitting and ripping‘ the essay might seem, it tends to leave little room for intellectual involvement. This results in a lack of in-depth, and struggles to make connections, preventing a well thought out and logically flowing essay. One might say a lack of planning, design and preparation is one factor hindering the conveyance of deep learning and critical analysis of knowledge. Thus, improving students’ transfer of skills by scaffolding is the main goal of this LD project. Moreover, one hopes this will increase involvement, and enjoyment of TOK for all students.

Scaffolding is the joint construction phase in which the student designs the paragraph structure of their essay, under guidance of the teacher. The next and last phase is when the student becomes an independent writer. Therefore, it is important to remember that the goal is to remove the scaffolding for the final draft of the essay.

Therefore, the transfer of skills from MYP to DP is crucial in the eyes of the IB. Essential is the transfer of inquiry skills in MYP to DP for engaging in debate and discussion. For example, in each MYP unit, students learn to ask to create a statement of inquiry using key concepts such as connection, creativity, communication and culture. Seeing that students have been trained in a multi-disciplinarian thinking from MYP to DP2, one can attempt to transfer this skill to investigate by asking questions of knowledge concepts in TOK:

So reusing what has been learned in a new context is what we tOK teachers are trying to do with the scaffolding writing method, to increase student understanding and efficiency.

But first back to basics - MYP Language Acquisition contains criteria for evaluating and developing listening, visual, and, reading skills are advanced. Of course, memorizing facts and internalizing grammar rules are in the educative mix too. Moreover, productive skills are developed in order to respond (orally and written) to visual, written or spoken stimuli. Moving upwards along the language continuum students learn to debate and produce arguments. Therefore, reaching the highest level of the continuum means being able to debate the facts and concepts previously

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learned. In principle, MYP develops students who can express opinions and debate claims and counterclaims in multiple disciplines. In an interdisciplinary meeting last September, there was a discussion of what the goal of MYP was. In our staff meetings at the ISG, many MYP teachers are in the quandary of how to ask the students good inquiry questions. As a teacher of TOK, I jumped up and insisted, it is not you who have to learn how to ask questions, at the IB it is all about the students learning to ask good questions. All this contributes to the critical skill of asking relevant questions and answering them by using their critical thinking skills.

Therefore, the continuation of learning debating skills certainly meets the International Baccalaureate core principles of DP. In DP year 1, most students’ travel and experience model UN debates and/or go on a weeklong art excursion for Creativity Action & Service (CAS). A trip allows students to experience different cultural and linguistic perspectives. Moving on to DP year 2, the importance of understanding multiple perspectives to evaluate and solve problems, increases, as TOK has become highly valued for entrance to university. Why would a MYP English language acquisition seminar start off reminding the teachers that the goal of the course is to train students to do well in Theory of knowledge? After all, most MYP teachers do not teach TOK? The answer is that the new MYP curriculum’s goal is for deep learning, allowing students to become excellent debaters. It follows that good debaters understand multiple disciplines and perspectives, which is also critical in turning our students into good Theory of Knowledge essay writers. MYP Language Acquisition develops listening, seeing and reading skills, but also understanding concepts and debating skills are in the mix too. Moreover, in DP, productive skills which have been learned at MYP are needed to further develop. As the student moves upwards along the language continuum they need to learn to produce arguments in order to reach the higher more proficient level. So being able to debate the facts and concepts has been deeply learned, and, should be in the toolkit of DP students who have advanced from MYP and TTO. The goal is thus to develop students who can express opinions, and, to debate claims and counterclaims in multiple disciplines. All this contributes to the skill of asking relevant questions and answering them by using their critical thinking skills.Therefore, learning debating skills certainly meets the International Baccalaureate core values in DP year 1. The goal of the essay is to use interdisciplinary thinking and multiple perspectives to clearly illuminate and evaluate how we think. IB students cannot graduate without a passing grade for the essay. The intrinsic goal of IB is to graduate lifelong learners who

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are inquisitive, open-minded, critical thinkers. Therefore, ToK stimulates students to continually keep asking themselves, “how do we know what we know?” Students are asked to consider prescribed titles, which are statements on knowledge, from multiple perspectives in order to understand and evaluate them. In other words, the challenge is to draw evaluate and draw conclusions by comparing and contrasting different disciplines. To do this each area of knowledge can be analyzed using the same ToK framework.

1.3 The Areas of Knowledge in TOK:

1. Arts2. Religious knowledge systems3. Maths4. Natural science5. Human science6. History7. Indigenous knowledge systems 8. Ethics

Ways of knowing (WOKs) interact within each area of knowledge, and, are compared and contrasted with each knowledge area to see how they work. One might venture to say that each Way of knowing has its limitations, so that students need to be able to understand how the WOKs below are used in the methodology in each of the areas of knowledge.:

1.4 The Ways of Knowing TOK:

1. Imagination2. Emotion3. Intuition4. Reason5. Faith6. Language7. Memory8. Sense Perception

1.5 TOK Framework

The areas of knowledge are examined using the framework below in order understand how and why they are used to gain knowledge;

1. Scope and implications (Goals)2. Methods3. Historical development4. Language & concepts5. Personal perspective

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Concretely, the ideal IB student evaluates one of six prescribed titles within 1,600 words. A TOK essay has two parts. Part one is to choose one of the six prescribed title and to formulate it as a knowledge question. Secondly, one has to critically analyze the question using at the ways of knowing and areas of knowledge. By comparing and contrasting the areas of knowledge, one can evaluate the prescribed title and show understanding of the nature of knowledge. Make links and conceptual connections are therefore crucial. A TOK essay is more complex than merely arguing for one side, from one point of view. It requires dialogue, and, is a discussion showing critical thinking on a general statement on knowledge. A discussion entails showing different perspectives.

A typical prescribed title asks for inquiry into a general statement on knowledge. Students need to use their inquisitiveness to turn one of the prescribed titles into a knowledge question. For example, below are 3 TOK prescribed titles to be evaluated in a TOK essay:

1.There is a tradeoff between simplicity and accuracy in knowledge.

2. Knowledge develops according to Darwin’s theory as a metaphor.

3. To what extent is Darwin’s theory useful to describe how knowledge develops in religious knowledge systems and natural science. (IB 2015)

Therefore, students need to synthesize their knowledge and to look for general laws, concepts, principles and rules of the knowledge areas they analyze. On the other hand, it is important to avoid over-simplistic and sloppy generalizations, incoherence, or irrelevant comparisons. During the two-year DP study students learn the importance of using the TOK framework as a tool for analysis of knowledge questions. The next step is to filter this framework through one’s personal perspective, based on one’s background, sex, class, and, nationality.

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1.6 Personal perspective

The IB profile meets the TOK essay as follows:

Open-minded: One can be more convincing by understanding a refutation of your argument’s claim, the so-called counterclaim.

Knowledgeable: One knows both sides to arguing a statement about knowledge.

Inquirers: IB is not about asking the students questions, but having the students themselves come up with good questions.

Knowledgeable: Students need to reconcile and synthesize ideas from different areas of knowledge with their own personal perspective.

Thinkers: Which concepts and criteria are relevant and worth using for analyzing the prescribed title; they know how to formulate a relevant knowledge questions.

Carer: Students show care for others and concern for other perspectives. Students give opinions and feedback to each other and incorporate it into their own essays. Page 73 As a Model UN director, I see how powerful and enriching it is to have students from different backgrounds problem solve together. They learn to listen to other perspectives as well as give their own in speeches, debates concerning their propositions. Most importantly, they deal with disagreement and clashes in order to come to solutions to the world’s problems. Our ISG students tend to do very well according to the organizers, and the ISG is given an extra allotment of 4 delegates because they perform so well.

Principled: Students should become aware of the implications of their own and others ways of knowing and actions.

Balanced: IB students have emotional balance, showing empathy and understanding of how people come to know what they know.

Risk takers: Being open to and investigating other perspectives and counterclaims contains risks - one risks the danger of having one’s world view changed.

Communicators: Our students write cogent and lucid TOK essays.

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2. Essay results & assessment criteria

Compared to other IB schools, the ISG results are slightly better than the IB average.

Session A B C D E2013 1 5 14 6 12014 1 8 18 7 02015 0 8 14 6 2Essays are graded on their overall impression, holistically. The following assessment criteria from 2016 the Theory of knowledge guide is as follows:

1. Understanding knowledge questionsThis aspect is concerned with the extent to which the essay focuses on knowledge questions relevant to the prescribed title, and with the depth and breadth of the understanding demonstrated in the essay.Knowledge questions addressed in the essay should be shown to have a direct connection to the chosen prescribed title, or to be important in relation to it.Depth of understanding is often indicated by drawing distinctions within WOKs and AOKs, or by connecting several facets of knowledge questions to these.Breadth of understanding is often indicated by making comparisons between WOKs and AOKs...Relevant questions to be considered include the following.o Does the essay demonstrate understanding of knowledge

questions that are relevant to the prescribed title?o Does the essay demonstrate an awareness of the connections

between knowledge questions, AOKs and WOKs?

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o Does the student show an awareness of his or her own perspective as a knower in relation to other perspectives, such as those that may arise, for example, from academic and philosophical traditions, culture or position in society (gender, age, and so on)?

2. Quality of analysis of knowledge questionso This aspect is concerned only with knowledge questions

that are relevant to the prescribed title.o Relevant questions to be considered include the following.o What is the quality of the inquiry into knowledge

questions?o Are the main points in the essay justified?o Are the arguments coherent and compelling?o Have counterclaims been considered? o Are the implications and underlying assumptions of

the essay’s argument identified?o Are the arguments effectively evaluated?

(IB Theory of Knowledge Guide)

These criteria align with Howard Gardner’s skill of synthesizing information for attaining deep knowledge. The writing process entails critical thinking to select and filter out information to find out what is relevant, using real-life examples and concepts that offer insight and cogency in answering the knowledge question. (Lagemaat 599)

3. Scaffolding theory: the Australian Vygotskyans

Pauline Gibbons, David Rose, and J.R. Martin are the Australian Vygotskyans. As an immigrant country, Australia has been confronted with the problem of integrating many young second language learners. Lev Vygotsky was a Russian scientist who stated that learning occurs within the proximal zone of development in meaningful social contexts. Up to now, the teachers’ role has been to help unpack the prescribed titles, and to give one round of general feedback after the first draft has been handed in. One might say that some students are being asked to carry out essay organizing they are not quite ready for. This means that more guided practice on essay writing is necessary. The implications of scaffolding are clear as meaningful learning occurs where;

At no time are students asked to carry out alone a task with which they are not familiar, yet at the same time they are constantly being ‘stretched’ in their language development and expected to take responsibility for those tasks they are capable of doing alone. (Gibbons 125)

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For writing, Pauline Gibbons‘ pedagogy not only lets the students discover and increase their language skills in a group, but to have teacher guide them along in designing the essay. This constructive phase is a critical one on the way to internalize writing procedures of the essay genre. Also, it is the last phase before the final one of independent writing. Others may claim that pure Vygotskyan teaching can lack support, leaving many struggling, less motivated and, or, less ‘involved’. (Rose & Martin 25) Therefore, scaffolding aims to give the student explicit support, the so-called scaffolding, within their level of proximal development.Gibbon’s four phases of learning to write in a genre are as follows:

1. Building knowledge of the field. 2. Modeling and deconstructing the genre3. Scaffolding - Joint construction4. Independent writing

Scaffolding’s phases have been put into practice in the curriculum as follows:

3.1 Phase 1. Building the knowledge of the field

Building the field is about learning about the essay genre. Students learn how to put the content of their ideas within the context of TOK. This first phase occurs for most students in the first two terms of DP1, from September to March. This start-up phase emphasizes understanding key terms and concepts. P. Gibbons pg. 111In this stage a start is made in understanding TOK terms such as ways and areas of knowing, as well as the TOK framework. Also, principles and rules of the essay genre are taught. Concretely, this means that students are immediately shown the assessment criteria of the TOK essay assessment. Furthermore, students are given samples of average and excellent essays. In this stage familiarity of writing the essay and its rules are clearly defined. Examples of essays are shown, upon which they can model their own in a later phase. Observing and memorizing how a good essay is modeled, with good introductions, body paragraphs support the claims, counterclaims and perspectives of the arguments and lead to a logical conclusion.

3.1.1 Surveys of the four scaffolding phases

Can-do questions are asked to find out whether students have moved from one phase along the scaffolding continuum. The aim is to see if and how the process toward achieving the final independent phase is working. The idea is to learn in which phase students are in. TOK strives to challenge, yet one does not want to

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be too challenging and leave the students alone before they are able to write independently. One wants challenged students who are dealing with one level above their current comfort zone. So the balance between challenged and excited students and frustrated ones can be a fraught balance indeed. That is why the students have been asked about their own view of their development.

Phase 1 building the field for TOK essays: DP1 October 2015This survey was given to first year DP students after having written their first essay.

Due to the difficulty of writing from two points of view and understanding the genre of the essay, approximately one third of the students can be struggling and frustrated. This can also be exacerbated by the fact that there was no TOK day this year and many lessons did not go through. Finally, one third of the DP1 students were only able to attend roughly half of the lessons due to illness, complicating matters.

The next page concerns the 1rst phase of Building the field which begins in DP1, and contains surveys given DP1 after 2 months of instruction:

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3.1.2 DP1 survey in the beginning phases: Building knowledge of the field and modeling and deconstructing the genre

Illustration 3.1

The first step is that students need to learn how to problematize statements on knowledge. First, can inquire well and ask good knowledge questions? As per my feedback to a student who was exploring the problem statement of whether there is such a thing as a neutral question: An IB student needs to be an inquirer and to turn statements into problems.

The main issue is asking general and neutral questions about knowledge so that they can be discussed. This requires open-mindedness, reflection, and inductive reasoning for critical thinking. 40% of the students struggle with asking general questions, preferring to ask specific closed questions. Therefore, understanding what a knowledge question is still a skill which is needed to be learned in the beginning phases.

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3.1.3 Survey of the beginning phases of scaffolding (continued)

Assessment using TOK criteria: Understanding what is being asked of you is critical. This year there was no TOK day, so students were introduced to the criteria in class (page 13 of this paper). As Einstein stated, asking good questions can be more important than the answers. Secondly, can they answer the knowledge question they have posed? Repetition helps, but more than half the students still prefer to ask specific questions with simple yes and no answers. So the survey shows that beginning DP1 students still feel uncertain about whether they can ask general questions about knowledge.

Illustration 3.1.3

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Design of DP1 in the beginning modeling the field phase

Students were shown on the board two ways the TOK essay can be structured. Giving models and examples fits the first two phases in the scaffolding process and has lead to 75% of the students feeling confident that they can design their own essay. In a general sense, one might say students have the feeling that they can apply what has been learnt in MYP and TTO.

Illustration 3.1.4

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Design of DP1 in the modeling the field phase

Backing up general statements and claims with specific examples is difficult; yet, as can be seen below, almost two-thirds of the DP1 students say they understand how to apply real-life examples when writing.

Illustration 3.1.5

After learning basic TOK concepts at the start of DP1, two-thirds of the students have become familiar with the TOK framework and using examples to justify knowledge claims.

3.2 Phase 2. Modeling and deconstructing the genre

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Planning and organizing the essay is shown in class to see how TOK essays are written. Students continue to be given many essays to peruse so that they can compare and contrast to see how others approach writing the essay. In this phase students start to get a feel for the genre of essay writing, and, have the idea that they are going to evaluate knowledge statements. To do this it is handy to gain the following skills:

Asking good and relevant knowledge questions Knowing how to use the TOK framework Using real life situations as examples to back up claims and

counterclaims Structuring the essay

It is not so that there is just one limited rule for structuring the essay. Nonetheless, students need to have an idea of how an essay can be structured, and, what it needs to contain. Namely, a TOK essay needs to contain the following paragraphs:

Introduction: (Knowledge question) Body (for analysis: it has real life situations to justify and affirm,

or, refute the various claims) o Claim AOK 1o Counterclaim AOK 1o Claim AOK 2o Counterclaim AOK 2

Personal perspective Conclusion – Evaluates the knowledge question

Nevertheless, students are not given a simple formula that should be dumbly followed; students are free to vary the essay structure according to their wishes. The point is to let students be creative once showing them the implicit rules and criteria they are expected to meet. Thus, it is critical in this phase to show how each element of the disparate paragraphs connect and can be constructed;

This means showing them support, examples, as well as asking them to start thinking critically. After all, there may be a few students who have internalized scaffolding, and will be able to go immediately on to phase 4, independent writing.

Students are asked to identify, analyze, and discuss real life examples using the TOK framework. They also learn another area of knowledge during this phase. After two years of TOK students have analyzed the ways of knowing and framework of six out of the eight available areas of knowledge.

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A survey has not been specifically held in this phase. However, the TOK newsletter and informal questions show that most students have a pretty good idea of the TOK essay genre by the end of February of the first DP1 year. Also, writing a second TOK essay in April affords further essay practice and modeling of writing skills.

3.3 Phase 3: Scaffolding - Joint construction

Scaffolding is the phase whereby the teachers support the student’s efforts to design their own essays. The students get the opportunity to practice 2 essays in their first year of DP. Essay 1 is in September. Next, the second essay is in the following April. It is hoped that the students are poised to become independent writers at this point. The TOK essay needs to be uploaded to the IB by March 15th of the May cohort. Moreover, the IB guideline states that the teacher is only allowed to give general feedback of the rough draft. Therefore, it is important that students realize, identify and understand the knowledge issues implied by the problem statements. So it is up to the students to propose their choice of problem statement, knowledge questions, claims, counterclaims, and, their own personal perspective.

The role of the teacher in this phase is to affirm that the students understand how they have formulated knowledge terms, issues and questions, as well as claims related to the prescribed title. Moreover, students need to be reassured that they have identified good knowledge claims in their essay proposals. These claims and counterclaims are to be elaborated on and justified by the student himself. Thus, teacher feedback is for ensuring that the student is on the right track. After all, the student should get affirmation and encouragement. Furthermore, once they know their work is logical they can elaborate on their claims. In DP2 the essay 3 is written in September and October, followed by the last essay 4, in January and February. During all these essays students have been given the chance to access the teacher for understanding the prescribed titles, and structuring the essay. After handing in the first draft, students get a round of general feedback. They then complete the essay. For struggling TOK students, the IB has come up with a compulsory preparation and planning document. This document is supposed to help students structure their essay. The idea of this paper is to take a step back and reflect on the best way to approach the essay before writing it. So the scaffolding document should help students come up with a structure to fall back on. It should allow them to transfer their writing knowledge gained from MYP, TTO, and from courses in History, Sciences (writing lab reports), math explorations, essays and texts from Language A and Language acquisition. Therefore,

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scaffolding (and the activities in this paper – scaffolding form) is not merely a fill-in exercise, but a way of activating prior knowledge. This should expedite asking knowledge questions, making claims, and counterclaims, as well as using real-life examples that go along with answering them.

Joint construction with fellow students is another tool that is being put in the mix. The main reason is that TOK is a course that is aided greatly by discussing knowledge issues, questions and claims. Talking with someone else gives one a

Lastly, TOK teachers make clear that if the student is willing to work hard, that they will be supported and do well in TOK.

Building the Field surveys:Finding out the phase the students are at after the first year of DP1Illustration 3.3

Returning to Ms. Harris‘ statement on knowledge transfer and deep learning within the IB, 25 out of 30 students affirmed that they can transfer skills from the various courses within the DP.The next step is to move on from an understanding of the TOK essay genre towards independent essay writing by using the method of joint construction – this method is to be used to help students synthesize their perspective and knowledge into the essay. This phase of scaffolding should allow students to put all the wood of their IB knowledge behind the arrow in order to hit the mark.

I can transfer skills from the sciences, Extended Essay, languages, economy, visual arts, & history

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Illustration 3.3.1

86%

3% 10%

YesNo Maybe

In conclusion - it takes time and practice to understand all this, yeta vast majority students have taken great strides by the end of DP1 and are ready to go on to phase three to phase four in DP2.

4. Scaffolding - Phase 3 in practice

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Come graduation time students should be able to achieve the phase of independence. Usually, there are one or two bright students in every class who have the ability to independently write TOK essays from the get-go. On the other hand, there are usually 5 or 6 students in DP who continue to struggle with writing on their own, especially, structuring their essays is a challenge. These students need to take a step back to the second or third phase. 4.1 Scaffolding lessons

To meet the requests of the students, more group work has been conjured to ensure meaningful learning. Specifically, guided learning was done for better understanding of the prescribed titles, and looking for appropriate examples to back up claims and counterclaims. Using the power of social context, much of the planning and preparation took place in class this year through scaffolding’s emphasis on the use of a social context. On the next page is the new plan for TOK essay writing using both teacher and student scaffolding. Working together in duo and in groups is a way to have students raise each other’s level. Collaboration, with fellow students can be worthwhile for better understanding, and for gaining new perspectives. This should also lead to open-mindedness so that one can also learn the limits of one’s argument. Also, each student should be able to give feedback and ask for more elaboration. This supported practice allows thus for sharpening of one’s arguments (Rose and Martin 14). Therefore, writing a TOK essay is a dynamic process whereby each student can look at the justification of each other’s claims, hopefully making them more insightful, cogent and accomplished.

4.2 Scaffolding lesson plan

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Scaffolding Essay Plan: Sequence for independent TOK essay writing (10% of term 2 grade)

Step 1. DIVERGENT THINKING

Kick-off Brainstorm Session: Think out of the box to show how you know what you know!

STEP 2. 1. Choose one out of the six prescribed titles we discussed this

morning. Discuss with your partner – Question each other using the TOK framework….try to convince your partner your PT is the right one

2. Knowledge question: come up with a general question on the nature of knowledge derived from the PT.

STEP 3. Possible claims and counterclaims linked to the PT:

3 a.) Claim 3 b.) Counterclaim

STEP 4. REAL LIFE SITUATION:

Think of 2 real life situations to back the 4 a.) claim (in 2 Areas of Knowledge)4.b.) counterclaim (in 2 Areas of Knowledge)

STEP 5. What do you need to know? – gather facts and relate to the RLS and PTCan you back the claim and counterclaim with the RLS? Or does it refute the claim(s)?

Step 6. Check-in and report on your buddy’s TOK essay proposal in next weeks’ class.

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Show links to the AOKs/WOKs by using the TOK framework!

TOK FRAMEWORK: Implication of Scope and Application of PT Methods Historical Development Personal and shared perspective Language/conventions (measurements/metaphors)

Step 7. (homework)CONVERGENT THINKING AND STRUCTURE: Putting it all togetherPut your brilliant thoughts here, in the box of the TOK FrameworkTOK Proposal Jan. 20: Structure your essay by paragraphing it:

Introduction: 250 words w/ KQ, mention perspective and AOKs, WoKs, as well as methods to be used. Make clear you understand what the prescribed title beggars you to answer!

First Claim: RLS of up to 250 words - link to AOK to back the claim

First Counterclaim: RLS 100 – 150 words approximately, link to same AOK

Second Claim: RLS 250 words

Second Counterclaim: 150 words

Personal perspective: 150 to 250 words

Conclusion: Answer the knowledge question by judging and evaluation.

STEP 8. Jan. 29th: FIRST DRAFT (1,600 word limit) in managebac

STEP 9. Immediate general feedback from the teacher by February 1rst, the student independently completes the construction of the final essay

STEP 10. Final draft, February 15th: Upload to IB

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In duo check: Affirm if focus of the knowledge question derived from your chosen prescribed title is good. Are each other’s claims and counterclaims meaningful, allowing one to justify claims and answer the knowledge question?

Fill-in of the Scaffolding document: *paragraphing document in class handout!

Teacher and student feedback. The scaffolding document is a paragraphing document which students fill in before writing their rough draft. They get affirmation and a green light if it is good, or, if not, go back to the drawing board to come up with an appropriate essay plan. The essay paragraph planning document is in the appendix.

IB preparation and planning document: Only four of the twenty-one DP2 students completed the IB planning and preparation (PPD) form for homework. It is quite abstract, so students tend to complete it as a requirement right before the IB upload in February.

First Draft:Teacher Feedback round

Final Draft: Student writes final draft independently (only one general feedback round is allowed) and is uploaded after being checked for plagiarism and approved by the teachers and DP coordinator.

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4.3 Observation of Scaffolding in a DP2B lesson

Examples of student group work lesson in which students try to come up with fitting real-life situations to evaluate prescribed titles. Students were split up into 6 groups of 3 or 4 students to analyze each of the 6 prescribed titles. These check-in groups were monitored by RUG English docent, and doctoral candidate on scaffolding, Ms. Nienke Smit. Her impression after observing to 2 hours of lessons is as follows:

Wow, the comments and discussion and feedback of your DP2 students was on a level of my master students. Nevertheless, these lessons can be helpful, but, don’t forget to take away the scaffolding!

I was also quite happy because the students went into depth and showed breadth in their panel discussion of each prescribed title. Particularly impressive was discussing Darwin’s usefeulness as a metaphor. Students were able to connect deeply with the concept linking the survival of religions, languages and behavior to real-life situations. Students even thought of memes and linked the concept of ‘going viral’ to the prescribed title.

The next step is for the students need to get their brilliant ideas and examples on the essay page! hj 4.4 Check-in duos

Students check each other’s planning of the essay on the scaffolding form. One interaction of a duo in DP2A has been videotaped. This feedback round should help development of communication, empathy and caring attributes. My colleague, Ms. B. Capuano, mentioned that ‘the students seem to like offering each other feedback’, which is also my impression. So not only filling in the scaffolding form helps start the learning process, but discussing in –duo with a fellow students seems to activate the planning and organizational skills of many of our DP students. Therefore, it is helpful for the student’s to discuss each other’s essay design and approach. Specifically, have I understood the prescribed title been able to come up with a knowledge question? Does answering my knowledge question allow for evaluation of the prescribed title? Have I come up with valid claims, counterclaims? Can I back them up and justify my claims and counterclaims with relevant examples from real life? Lastly, check-in duo and group checks make the students themselves responsible. These lessons can be seen as steps towards the last phase, so that our students become independent writers.

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5. Scaffolding Surveys of phase 3 & 4

At the start of writing the fourth and last essay most students were in phase 3. The Final DP2 Survey of February 21, 2016, right after uploading their IB TOK essay. This last survey has been held to see if the scaffolding method used this year has worked. In other words; Has the scaffolding approach aided the students to become independent thinkers and writers?

Twenty-two out of the thirty-eight DP2 students, a significant portion, took the time to answer the survey.

5.1 Inquirers: Asking knowledge questions

Illustration 5.1

Only one out of the respondents felt that they could not come up with relevant questions about knowledge. So it is justified to conclude that a vast majority can inquire into knowledge issues.

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5.2 TOK framework

Critical thinking ability, and use of analysis of examples within the TOK framework, was also surveyed.

Can the students analyze specific real-life examples within the TOK framework? It means finding out the goals and implications, methods, language conventions, and, historical conventions, of the particular area of knowledge being examined. Illustration 5.2

The results mean that up to a third of the students still needed support and guidance to make sure that they have fully analyzed the knowledge question in their TOK essay.So the role of the teacher remains, even till the end of DP2, to affirm to the students whether or not they have used the TOK framework properly.

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5.3 Evidence based writing: use of real-life situations

Relevant examples, contained in real-life situations, are used to evaluate the problem statement. Therefore, finding examples to answer the knowledge question and issues at hand is critical. After all, the situations used back up or deny the claims and counterclaims posed in the essay.

Students thus need the ability to come to general conclusions based on specific examples. Fortunately, students said they are aware of the inductive reasoning that goes into evaluating the knowledge questions they concoct.

Illustration 5.3

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5.4 Open-mindedness

Understanding and reconciling points of view besides one’s own is essential for meeting the IB profile.

Can the student take on and use a different perspective other than their own? This means looking at the strength of a counterclaim?

The TOK essay demands that the student come up with a dialogue between competing claims; usually, the student needs not only to understand their own personal perspectives, but also perspectives from two different areas of knowledge. These perspectives are used to come up with a logical analysis of the knowledge question. It is therefore critical that students be able to inquire and understand other perspectives in order to argue knowledge claims well.

Illustration 5.4

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5.5 Assessment Criteria: Understanding the criteria of the TOK essay

Illustration 5.5

Oddly, more of this cohort said that they understood the criteria better after their first year than at the end of DP2!The fact that there is no ‘correct’ answer to the problem statement makes understanding TOK’s assessment difficult. Students are given the assessment criteria on the first day of TOK, yet still doubt their understanding of it till the end of their IB careers. Nevertheless, students understand the basis of the assessment; it all comes back to asking good knowledge questions and the quality of anlysis in answering them. Excellence is attained by writing in an accomplished, analytical, and cogent manner.

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5.6 Transfer of knowledge and deep learning (with thanks to Ms. Harris)

Illustration 5.6

One might say that most students feel confident that they can apply their skills to the core of the IB. This speaks to the interdisciplinary nature of the whole of the IB, from MYP to DP. Lastly, it is convincing in the sense that all teachers support students in being able to approach and deal skillfully with the core of the IB. Students mostly feel that they have learnt the skills needed to write the TOK essay. In other words – All students have an idea that they can work in an interdisciplinary way. Also, We are all TOK, CAS, and EE teachers!

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5.7 Design – Constructing essays independently

This year in DP2 I have really learned how to structure and plan essays

DP2 student Ana-Mae Jonk Illustration 5.7

This result boosts one’s confidence in the scaffolding approach to learning. Scaffolding, with its emphasis on paragraphing, has bore fruit in the sense that students feel that they have developed into independent planners and designers of their essay. They are starting to ‘own’ the writing process. Nevertheless, as can be seen below in the next illustration, TOK essays are seen by some students to be more difficult than your average essay.

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5.8 Planning and structuring TOK essays

Illustration 5.8

Compared to the previous essay, students find that a TOK essay to be a bit more of a challenge to plan and structure. Students have mentioned that they find it most difficult to find counterclaims because it is counter-intuitive to argue against your own claim. Nonetheless, most understand that weighing claims against counterclaims leads to stronger and more well-rounded conclusions.

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5.9 I can compare and contrast the TOK framework & perspectives

TOK Framework: Using the framework remains difficult.

Illustration 5.9

Not one student said they could not use the TOK framework. Still, writing a TOK essay containing a well-balanced view of all elements of the TOK framework remains a challenge. As one student said, ‘can’t I just forget the TOK framework?’ Sorry, you can’t!Nevertheless, one can see that students understand that they can break down and analyze statements on knowledge.

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5.10 Phase four: Independent inquirers, critical thinkers, and writers

TOK is the course I liked the most in the IB programme because it showed me how to apply the skills I have developed at the ISG in the real world, at work and at university.

DP2 student Lieke Rolvers

Illustration 5.10

Almost two-third of the students call themselves independent writers. Almost half were not quite sure they could write independently, but felt that they are on their way to becoming independent writers. Lastly, there were two students who still definitely do not feel that they have achieved this phase yet. Four students said they had filled the survey immediately, filling in all the categories of Yes, No, and Maybe. After asking the students which category these four felt that they fit into the ‘Yes’ category. In conclusion, at the very least one can say that the students are thinking about their approach to learning and essay writing. ISG students are ready to sing their own song, as Walt Whitman says, as in my perspective, IB students contain multitudes:

You shall not look through my eyes either, nor take things from me,you shall listen to all sides and filter them from yourself

(Whitman - Song of Myself)

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5.11 Teacher scaffolding

Illustration 5.11

Given the new approach to teaching, the vast majority of students felt there was enough helpful teacher support to become independent writers.

Therefore, the use scaffolding as a teacher method was effective. However, this could also be the observer effect, as quite a few students were interested and felt glad to take part in the survey so that they could express their opinions. Moreover, there was at least an emotional or affective result of surveying the students every few months: students seem to enjoy being heard, increasing involvement. Overall, TOK students conclude that the were adequately supported by the TOK teachers.

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Conclusion: Results and recommendations

IB Grade results will be available in July 2016 and fall outside the scope of this ‘small’ research project. Nevertheless, one can expect that with better planning and organization, and the support of scaffolding, poor scores at the weak part of the spectrum, D and E of the mark-scheme, will be reduced.

Was there too much support? One student said last year that there was too much help. I must admit that sometimes we TOK teachers can be a crutch and too eager to help. For the extremely bright and creative students, scaffolding can be a very temporary phase indeed. For weaker ones, teachers need to make sure the student is doing the work, and not leaning on the teacher too much. In this sense we have to remain generalists talking about the nature of the TOK essay. Finding the right balance between struggle and challenge brings me back to the words of Ms. N. Smit of Rijksuniversiteit Groningen:

Scaffolding means temporary support, so you have to know when to take the scaffolding away… “so remove unnecessary help once the student has entered the last and permanent phase of independent writing”.

Another takeaway from this project is that scaffolding can be a useful method for building student confidence step-by-step, and, taking a step back to activate MYP knowledge can be helpful. IB students need to be able to inquire for themselves, so harking back to statements of inquiry is useful; students are in a world demanding that schools replace a learning approach based on rote memorization and test taking with a more interdisciplinary one (Wagner 111). So, however temporary scaffolding is, it is here to stay. We TOK teachers are continuing to emphasize the gaining of interdisciplinary skills such as asking questions in order to engage in constructive debate. (Wagner 124)

Two ways to expedite learning to help build the field and model TOK essay writing are as follows for DP1 students:

Reinstate the TOK introduction day TOK conference in Maastricht. Participating would make our

students more TOK minded and involve them in group inquiry and debate.

In conclusion, using scaffolding can help students put the wood behind the arrow by activating and developing their writing skills. It offers support so that the interdisciplinary skills can be put to use, allowing students to focus on the target of writing essays with good depth and breadth. Going by the surveys and feedback from our students, students feel that scaffolding has helped them put

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their IB education together in focus; it has indeed allowed them put all the wood behind the arrow, making it easier for them focus on and hit the target.

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Works Cited

Editor. IB World. March 2016 issue 73

Editor. Online curriculum centre: IB 2015 Guides.MYP Language Acquisition Guidehttp://occ.ibo.org/ibis/occ/home/subjectHomeMYP.cfm?subject=langbDP Theory of Knowledge Guidehttps://ibpublishing.ibo.org/exist/rest/app/tsm.xql?doc=d_0_tok_gui_1304_1_e&part=3&chapter=4

Gardner, Howard. 5 Minds for the Future. Boston: Harvard Business School, 2008. Print.

Gibbons, Pauline. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann, 2015. Print.

Lagemaat, Richard. Theory of Knowledge for the IB Diploma. Cambridge: Cambridge University Press, 2015. Print.

Editor. Online curriculum centre: IB 2015 Guides.MYP Language Acquisition Guidehttp://occ.ibo.org/ibis/occ/home/subjectHomeMYP.cfm?subject=langbDP Theory of Knowledge Guidehttps://ibpublishing.ibo.org/exist/rest/app/tsm.xql?doc=d_0_tok_gui_1304_1_e&part=3&chapter=4. April 12, 2016Scaffolded TOK essay planning template Theory of knowledge teacher support material http://xmltwo.ibo.org/publications/DP/Group0/d_0_tokxx_tsm_1305_1/samples/essay_template. February 5, 2016

Rose, David, and Martin, J. Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney school. Sheffield: Equinox Publishers, 2012

Wagner, Tony, and Ted Dintersmith. Most Likely to Succeed: A New Vision for Education to Prepare Our Kids for Today's Innovation Economy. New York: Scribner, 2015. Print.

Whitman, Walt. Leaves of Grass: Song of Myself. http://www.whitmanarchive.org/archive1/works/leaves/1882/text/81soms.html April 9, 2016

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